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¥li« Dnl70r8ity of Chlesgo 
 
 Ai Mxemmmnz oompabisoi op 
 
 DiyfBRSHf METHODS OF VISUAl 
 IFSfROOflOB 
 
 A Dt&S££fATXO£r 
 
 Satolttod to the fsoulty 
 of the 3r»du&t« ;:ehool of Arte i^ad Litereturo 
 in oitndideoy for the ABgreu of 
 Dootor of i^lloBophy 
 
 Copartmont of Sducetlon 
 
 By 
 frederlok Sean MoOluslgr 
 Chloa^^ Illinois August 1$£S 
 
m 
 
 
 I 
 
64A3mr- 
 
 12ABLS OF CONa?SJ}!DS 
 
 IHTHOPOCOJIOH 1 
 
 CHiPIER I 13 
 
 acperiment One, Freaaoh ilixplo rat ions. 
 University iilementary csohool. 
 
 CMPTSR II 27 
 
 Sxperiraent iwo. French Scplorations, 
 Central ancl Lincoln >iohool8, Evanston, 
 Illinois. 
 
 OHAPTSB III 61 
 
 Sicperiment I'hree, Life History of the 
 Monarch Butterfly. Central and Lincoln 
 Sohoola, avanston, Illinois. 
 
 CHAPTMi IV , iig 
 
 iKrperiiiaent Four. Panama Canal* Central 
 and Lincoln Schools, Svanston, Illinois. 
 
 riment PItb. Panama Ganal, iVashington 
 School, Shranston, Illinois. 
 
 OMHJlffi V , 122 
 
 Introduction to the Urbana Sxperiirients, 
 
 OHAPTSR VI .129 
 
 36 rime nt Six, Canals in United States 
 History. Thornburn aohool, Urhana. Illinois;. 
 
 CEAPTBR VII .144 
 
 Sxperlment beven, V>'aste Disposal in Cities. 
 'Ihornburn ochool, Urhana, Illinois. 
 
t»gtt 
 
 OnA^SR 7111 2S4 
 
 Jl^erieeat Sight. Koat&reh Butterfly. 
 thotrwAiuxn School. Orl»aaa, IxXinole, 
 
 CHAPfja IX e E44 
 
 Bxper1.t3ent Kine. TYxe 3tory of a Moimtain 
 Glseler. Srorabiira School » Urbttna, 
 Illinois. 
 
 £3cp«rliB«nt Ten. The S>%QTy of a Kountala 
 Olaeier* ^onil^urti cahool, Urb^ua, 
 lUioois. 
 
 Sxp^xiumtA ?l«Ten« 'ihe 3tovy of a Koimtftln 
 OlBoier, h^Al Sehool, Grb&na, IXli&oie. 
 
 JHiPf £S X 300 
 
 Ssperitsant '^welT9. Canals Itt United 
 £>t&t6s Kis'lorj, Leal Sohool, Urbana, 
 Illinois. 
 
 CHAJPT® 21 307 
 
 Ssperieiazit 7hirbe«n« ot.9aii;boat8. 
 Ii«al School, Urbana, Illiaoia* 
 
 OHAi 23B Hi 336 
 
 ISi^periiaent. Fourtaen. - Uidole -^.tlantic 
 States. Leal Sohool, Orbsna, llllnoia, 
 
 GHA?f3E Xlil , 34S 
 
 Contanta of Filiw 
 
 OS&JPf® XiV 354 
 
 SvBoaxy and C^nolusion. 
 
iirrBODijc'fioM 
 
 visual education Is not new. fhe development 
 of the art of photography In the realms of still and 
 motion pictures Is new* This deyelopment has heen 
 so rapid that the child of today la oonfronted on all 
 eldee hy the pictured world, The Illustrated newspaper, 
 the Illustrated magazine and the moving picture theatre 
 all present their story to the child' mind* 
 
 The present mov«nent for visual ecTuoation re- 
 ceived Its Impetus In large part from the development 
 of the moving picture yet the use of motion pictures 
 in the classroom Is still a novelty. 
 
 iSvery new movement owes Its Initial impetus In 
 part to the novelty of Its attack upon the same old 
 problems. Herein lies the possible source of collapse 
 in the movement since that which is new today Is old 
 tomarrow. Visual education should not run the risk 
 of being discarded simply because on© of its largest 
 sources of materials is to be found in the motion pic- 
 ture. The chart, the diagram, the still picture, the 
 model, the stereoptftoan slid® and the stereograph claim 
 the right to as much attention as the motion picture* 
 Moving picture instraction is not the sum total of 
 visual education. 
 
2 
 
 What is visual education? Visual eduoation is 
 that instruotion as to represented or uctual physioal 
 objects through the senso of vloion. These ohjects may 
 be divided into three large groups; first, real objacta 
 in their natural settings; second, real objects taken 
 from their natural settings; third, objects and processes 
 represented by means of charts, photographs, raolion 
 pictures, models, maps, stereoptic n slides, stereographs 
 and sketches. 7isual educators are deeply interested in 
 the third group because it involves the use of photography 
 in all its forms. 
 
 The first probleia of the visual educator, then, is 
 to determine vs'hioh of the three groups listed above has 
 the greatest value in the school, jaad the second is to 
 decide the relative value of the different materials 
 which lal'^t be listel in each group. In addition to 
 these first problemo, there arises a tbird and a fourth, 
 namely, the detei^ination of tho best methods of teaching 
 rith tho iraterials ox visual, instruotion and the improve- 
 ment of the mechanics of re-presentation. 
 
 iOduoational research with visual materials up to 
 the present time has concerned itself largely with a 
 
determination of the relative valae of the different 
 iteraa listed in group three above, Theaa axperimonts 
 for the most part were centered ia a oomparison 
 of the motion pioture with other forms of presentation. 
 The first experiment in visual eduoatlon was 
 conducted at Oolanibia sJniverslty by J, ?. Laoy during 
 the sohool year of 1918-19o i'he purpose of this ex- 
 perimental vvork was to "detejmrina the pedagogical and 
 moral value of motion pictures." The following quota- 
 tions descrlbo the work of lacy as reported in the 
 Teacher's College Record for ?Tovemher 1919. 
 
 ''i'hese experiments compare the 
 efficiency of three typical methods of 
 presenting a story to punils: (1) si- 
 lent reading of a story hy pupils, (c) 
 oral telling of the story to pupils, 
 and (S) presentation of the story to 
 pupils by means of motion pictures 
 
 The questions which the investi- 
 g^ion was designed to answer were; 
 (1) vmioh method .^ives pupils the most 
 factual knowledge? (?) which method 
 stiraalates the largest amount of think- 
 ing or inference? (2) vAioh method most 
 impro-zes the ability of papils to make 
 moral discriminations? (4) which method 
 is most interesting to pupils?., 
 
 The data tabulated support the fol- 
 lowing conclusions: 
 
 Under the conditions of our experi- 
 ments, questions of fact. Inference, or 
 moi^l discrimination can be ans'A'ered more 
 
adequately when fee narrative material 
 has been preaented by a storyteller or 
 
 as reading matter than wbsn presented 
 through the motion pictiire; of the two 
 more saocessful methods of prsBexitution, 
 the story-telllns has the advantage.... 
 
 "Our rasalts v-ould indicate that 
 the order of effectiveness of the various 
 methods, v/here appeal to interest is oon- 
 oemed, is exactly the opposite of that 
 ivhich obtains if the ability to reproduce 
 and a?^ply the material presente^i is 
 considered.... 
 
 "Under the conditions of our experi- 
 ments, questions of fact, inference, or 
 moral di so x-i mi nation can be answered 
 more adequately upon delayed recall ^.-hen 
 the narrative material has been presented 
 by a story-taller or as reaainc3 matter 
 than v.'hen presented throu,^ the motion 
 picture; of the two more successful methods 
 of presentation, story-telling is the more 
 advantageous. "^ 
 
 A critical evaluation of lacy's work oan b« 
 
 summed up in his ovm words, "the investigation should 
 
 (have been) supplemented b^ experiments v^hicii would 
 
 (have eliminated) any constant error due to the fact 
 
 that but one motion picture and one story-teller were 
 
 Introduced." 
 
 1. J. ?. Xacy. fhe Relative Value of Motion Pictures 
 as an isducational Agency. Teachers College Record. 
 7ol. £o. November 1919, pp. 468-65. 
 
 (The tense of the vords in the brackets v?as changed 
 to oonfonB to context. ) 
 
(TMs)lnveatigation, therefore, o&b mako no olaira 
 to oompletenasa, nor dOQS it make poBBlhlo a final 
 estimate of the relatire value of motion ploturea 
 as &n ©fluoational agenoy." 
 
 An exaislnation of the data on whioh laoy 
 bases his third oonolusion quoteii above shovv's that, 
 "the dlff^renoes botveen the' vf^rious irethoas of pre- 
 sentation aro lees in 'he testa f -r ds2s.ye'3 recall 
 
 Z 
 than in the original orses.'' In other vvords the per 
 
 gent £f loss fror^ tbo notion picture presentation was 
 lover than in th© oral preeent-ition and reading pre- 
 sentation. B^rthermore, trie res-iing presentation yhovts 
 a lower percent of loaa than the or?»l presentation. 
 
 A seoond experimont v^doh has boon reported 
 In the field of visual education was oonrluoted in the 
 New York public schools during the sohool term ending 
 June 19S0. 
 
 The experiment "was intended to demo-astrate 
 the adfiptabllity of the aao of the stereoptisan pic- 
 tures to olasoroota work in ^eo.'raphy,'' 
 
 The experiment ^as bqgunbyW. Grandall i>irea- 
 tor of I-eotares and Viaual Inatruetion of the Ilev- York 
 
 £ Ibid, p. 457. 
 
 S Ibid, p. 455. 
 
public so 'Oois In cooperation ^'dth Abraroa, Ohief of the 
 Bureau of Visual Instruction of the State Oepartraent of 
 Bducation. 
 
 A report of the experiment sent out by the 
 Bureau of Preference, He ..earch and Statistios of the Pub- 
 lic Schools of lew York Olty draw the following conolu- 
 sions from the research: 
 
 "That the comparative tests 
 conducted v;ere limited to certain 
 phases of /geographical It. struction 
 which could be most readily te8te<', 
 
 Thrit in these tebts the ex- 
 perimental achools which h'ld employ- 
 ed visual aids did very much better 
 than the schools that had rjot em- 
 ployed such aids 
 
 The recommendation Is made 
 that a slmilir exporlnent be con- 
 ducted under more properly control- 
 led conditions in other grades so 
 that more conclusive evidence may 
 be i^athierorl," 1 
 
 The function of the Bureau of Reference, Re- 
 search snd atatiatics in this experiment w^ts only that 
 
 Unpubliohed, 
 
 1. "Heport on geOtHraphy testa given to 6A classes in 
 seven schools using Visual instruction as an aid in 
 teaching and in aevan schools follo\ving the ordinary 
 Methods of Instruction", by Bureau of Heference, Hs- 
 searoh and Statistics flew York Public 3ohools. 19i:0. 
 
of a testing agency called in at the aid of the 
 period of experimentation. Hens a, marls' of the 
 aignifioant oonditions which should be the aibjeot of 
 control in any scientifio ex];)eri©ant were beyond its 
 eontrol* The interpretation of the results was 
 clouded by this laojfe of eontrolled conditions. 
 
 The most outstanding piece of research in 
 the field of visual instruction to date is the work 
 of J. J. Weber at Columbia University. The following 
 eunnnary of his material is taken frwa the Moving 
 Picture Age for July. 19fc8, 
 
8 
 
 (a paper by Joseph J, Vveber, Aaaooiate 
 Professor of Ktduoation, University of Kinsas. Read 
 "befor© the annual saoaion of the National Academy 
 of Visual Instruction, at Lexington, Ky. , April 19£r . ) 
 
 IMPLUMOS OF MOVING PIOTJRSS UPON 
 OHOIOE AWD OONDUCT 
 
 How groat is the influence of moving pic- 
 tures upon the hohavior of school child- 
 ren? In answer to this quocition I con- 
 ducted an exi^eriment. Pour factors v^^ere 
 salecte"! for comparison: (1) t' e printed 
 page, (c) the teacher, (3) the ailent 
 film, and (4) the film aocomp'J-niea "by re- 
 msirks. The experirnent was o nduoted vdth 
 nearly twelve hundred aeventh-grafie pupils 
 of Public School 62, wJich is situated in 
 the lower east side of New York City, 
 
 The following teats were employed: 
 
 1. Suppose a rich family offer- 
 ed you an opportunity to accompany 
 them this sum ner on a trip to Alas- 
 ka 'hero you could climb mountains 
 and see real glaciers. And suppose 
 another rich family gave you the 
 chance to spend the summer with 
 them in a camp in some Canadian woods 
 where you could hunt and fish and go 
 canoe-riai ng — 
 
 Would you choose t go to the 
 camp, or would you go to see the gla- 
 ciers instead? 
 
 i, if'iirlte a short composition (oO 
 words or letss) on me of these three 
 subjects: choose one only: 
 
 How I Spent !^ &ister Vacation 
 The Story of a Mountain Glacier 
 What I Hope to Be When I 5row Up 
 
 3, Suppose your parents wanted to 
 give you a book for a birthday paresent. 
 If they showed you the following list 
 and asked you to indicate the one you 
 
9 
 
 liked best, v/hlch one v/oiilcl you so- 
 lect? Oheok one only. 
 
 The Old Testament 
 Longfellow' s Poems 
 History of the World War 
 GladerB of STorth America 
 Little Women, h'^ Louisa Alcott 
 Hunkleberry Finn, "by Mark fwain 
 
 In the foregoing three tests a slgi.ifioant 
 sahjeot is oomraon to all, namely, mountain 
 glaciers. This happened to he the yubject of 
 the iQBSOn that one group of pupils read from 
 the printed page, another groap heard from the 
 lips of the teacher, a third groap aav? depict- 
 ed on the screen, ^md a fourth groufj saw on the 
 screen and heard commented upon by the laotarer. 
 
 All the regaining subjects are merely strong 
 counter-attractions. In the first test the coun- 
 ter-attraction is a summer camp; in the second 
 taat the counter-attractions are the .tS'-iSter va- 
 cation and LhQ school pupil*..; ambition for adult- 
 hood; and in the third teat the counter-attrac- 
 tions are five books of varied aj?peul, such as 
 the fTletory of the World V/ar and l&ckleberry Hnn. 
 
 Hov-! the question is: Which of the four groups 
 would choose the subject suggested by the lesaon 
 oftener than the count er-attraotions? Or, stated 
 differently, which factor woild have the greatest 
 inflnance upon choice? Would the moving picture 
 arouse greater ilitarest in the pupils than either 
 the teacher or the printed pa.^e? 
 
 Before I tinsv.er the question, I want to atate 
 that the experiment 7/*-^s repoaoed three rimes vith 
 the groups abifted along each time so that in the 
 end each gro J.p had been under the influence of 
 each of the fcair factors. For the BQGond vae^ 
 the significant subject was "The i&irth and Worlds 
 Beyond"; fox' the third week, "The Southern States"; 
 and for the fourth week, "ThlB Jrov^/th of Oities 
 and Their Problems." This rotation served to in- 
 sure statistical reliability. 
 
10 
 
 "Attention is oallaa to the fact that 
 th® firet and last tests are prafareoo© 
 m«aettr«s, shlle the seoond is a V»on& fide 
 oOQdact teat— the papils ©ctuaJilsr «»rote a 
 ooaipoeitloii. 
 
 "lo give a detailed summary here woulft be 
 oonfusing; no I h&r® combined the taaoher sni 
 
 the printed \jage into trtnt nay be o lied the 
 verbal faotor, and the two film ehoi^inge into 
 the pictorial factor. 
 
 "The verba.1 factor effected 1,826 choioets 
 for the sib^eot auggestee bj? the leason, a»(l 
 1,331 for the counter-attractions. Ihe 
 pictorial factor, on the other hand, effected 
 1,360 for tha sul>joot and only 1,'-.9Q for the 
 ooKinter-attraotlona. This represents a gain 
 in tbe numerator of 34 choices and a corres- 
 ponding loss in the aenorclnator of 83, 
 Altogoih«r aboat 58 out of some S,£00 choices 
 ylQiaed to ths Influence of the moving pictures, 
 thia moans a gain ol about I por a out. 
 
 ''In eonolaaion, • Mis wo oar-inot yet say 
 ^That is the axa:^t influence of laoving piatares, 
 we have isstrong evidence that it ia greater th^ 
 that of Qithor the prl nteci page or aven the 
 teacher upon the behavior of our boys ansS gisrls.'^ 
 
 1. iha 0X|)orimsnt is 'ioacribed in full in 
 a^jr j 00 tor* a thesis, «hi3h is now in ths hancla of 
 the j*rint»r and will appear before long. 1 
 
 1. Joseph J. Weber, Influene® of Moving Pictures 
 Upon caioice and Conduot. Moving Picture Ag«, Vol.V, 
 
 JEp,14-15. 
 
ll 
 
 A critical ©valuation of Weber's v/ork 
 Cannot be made until hie taesis appaara from the press. 
 
 A number of so~oall©d experiments in the 
 field of viaxial education have besn reported in the 
 newspapers. These experiments when traced to tlisir 
 source prove to hava liefin conducted in such a slipshod 
 and simple fashion that little relianoe o?^n be placed 
 on their conclusions. 
 
 It is obviouiri, then, that the research in 
 visual erlucation haa only scratched the surface of 
 the field. Scientific data v." ill only be accumulated 
 throttgji long years of careful and painstaking investi- 
 gation. 
 
 The exporim®3ts which are reported in the 
 follWiring pages are attanpts to contribute a mite to 
 the store of knowledge v.Mch ill be aoouffiulated. 
 
 The experiments, fourteen in number, are 
 described in chronological order so that the reader oan 
 fully a preoiat© the development and refinement of the 
 technique of experimentation as the vork progressed, 
 
 The problems attacked in these experiments 
 all fall under the head of the second large problem 
 
 I 
 
12 
 
 outlined al>ove namely, the cleterinination of the re- 
 lative value of some of tho materials listed in group 
 III. This determination will be found to be in tamss 
 of a comparison of the factual knowledge acquired by 
 pupils thru an ax ,00 sure to different presentations 
 
 supplemented by visual aids. 
 
 ted— 
 
 The writer wishes to acknowledge hla indeb- - 
 
 noss to Br, F. F. Freeraan of the University of Ohioago 
 for his inspiration and guidance throughout the con- 
 duct of the experiments, and to the superintendents, 
 principals ana teachers of the school systems in which 
 ha worked for their hearty cooperation and assistanee. 
 
13 
 
 iatp«rim«iit — 1. 
 
 PHOBLISM. The work aoGomplishftd by tiie Sool«t^ 
 for 7l8iial Education ra presents one of the first attempts to 
 produce moving piotures for sehool room parpoees under the dlr* 
 ootion of educators. These flints, illustrative of some 
 
 of the traditional topios in the curriculum, afforded an 
 excellent opportunity to compare the efficiency of this new 
 medium of instraotion with other methods. iiistperifflent one, 
 conducted at the University iilenjentary School of the Univ- 
 ersity of Ohloa^o purposed to show the relative efficiency 
 of the moving picture film and the teacher in transmitting 
 to pupils the inforn^tion contained in a selected unit of 
 subject matter* 
 
 DBSORIPTIOH OFTHE BIPKRIMENT. (1) Subjects . 
 
 Thirty-two seventh and eighth grade pupils in American history 
 were selected to act in the capacity of subjects for ex- 
 periment one. Th» intelligence quotient of each subject 
 based on the Illinois Intelligence Examination was obtained 
 from the records in the 
 
14 
 
 prii»}lpal'8 office ajid two ©oaperpfelt groaps ware foisied 
 by plscii!^ cvesy other papli la T&ak or«^ey of I» . in 
 group ^h'' . aof' «Ter^ other papll la rank or<^«r st&rtirig 
 «lth rar^ two i.i grouxj ' 3' . 
 
 JrreTioiis to this e-^psriasnt this elees hj&d 
 ^■^8 giTea sos^ if^traotioa in learniag fse© fll®s la 
 ooa£»atioa *lth sa lafonsal ©j^jieriaeiit wl tSi the flla 
 titled , ''flie I.ifluaaBe of the Steaaboat on Ualte«^ Rt&tes 
 Hletorj^.^ 
 
 (S) Topic s l?h« title of th« moving pjotura 
 film seleetet? for esparlseot oob was. "Freach Kxplors- 
 tlone ia forth Aaorlca" yro<*uoo<! b^ the Soel©^ for 7ieu6l 
 S^ucatloa, iaoorperate*?. fhe Bcensrlo for tfee filM wae 
 e<^ite<l by tt, f", Bagle;^'. 
 
 5?he oral preesntatiori of l^e s&m^ tople, 'FrariiCh 
 Sxplorstiojis ia Horth iuserica," follosref tfce fila'fc* oatliae 
 ag closely as possible. The teacher of history ia the Ele- 
 sentery S<fe«ol of the Ualver^lty cf Chlc-egc presented the 
 arsl seterial using a bleckboarri smp to illustrste the 
 route., trsvereef? by the fr&ach in th«iy ©xploratloti©. 
 
 (3) ?rea€>-itRtiQa of the topie * The regular 
 ei&ss x%TiodfQ7e history on Mey 13, 19?a was use?^ for the 
 expsriaent. aroup 'a" ifliich we will ei»ll ttoe "oral 
 frroii]", aan group "3 , which r.e will call the "film grou].' 
 
15 
 
 6«r« ssesabl^d in a history als.sti-'rooE, Xh« oaliar^s 
 
 ■sr«r« ittfort3»<l «iat thoa© who ward in groap **&** wer« to 
 
 rasada with t^ir tsaobsr. Miss ?ail, nsd t!ios» who 
 
 were in groap *'B" weye to go ^'ith the t&ritsr wli«s th« 
 
 propel' tisi« srrivsd. th« folimlng inatraatioB* i^er© 
 
 th^a gtT«Q to th8 obildbrec b^ tbelr t«30her* 
 
 *'?oday w# are going to tell ^oa tk« 
 story of th9 fr«nish ixploratiaaa 1; ^ortfe 
 
 AiKsrias, I ant ilrst going to r««| . to ^aa 
 s pari of this ator^r, th«a group B .'ill go 
 •fflth 2*r. ^CJltiglqr to see a fllsi on Freuoli 
 Ixslorritions s)-dl& ^roup A v. ill he*r as© toll 
 th« e^so story* You Rsist pij- atricst attftsatioB 
 to ersr^ thing you ase cr hear beaiase you will 
 all bo gl.Tsn a test t-3 find oat v Jaat /ou haro 
 l©an;»d about tbo Pranoh ::k pi orations. Srojcgr* 
 on« pay sttsntlon go?» «^hil© T r'taa," 
 
 Si 38 Tail r«aS th© following i^gatorlal to t!i« 
 
 japlls. (Thn tii^ talidri to raad this s®at#risl «ae fi^o 
 
 Sinatra, ) 
 
 Msoassioa — Higtorsr 1. 
 
 *"lf thQ yronab had BOt oona'<A®x*«S Ja.im5a, 
 fushacl into t'tm regioia of tfao 5re % Ljikas, 
 tjailt thilr fort® upon tha T'iasisslppi, ^tdS 
 gradual 1;? pr.^ea^d «aat?;ara tov ard tbo frontiers 
 of tbs -Sjigiieh oolOKl-9S, tl^ hlatoi;^ of tho 
 .ya^rioaa p«opl3 . <Mld ha^'j foli»&®3 a ^^uito 
 dlffsrent ocKirs®. It Is fittia§, tlass, to 
 3spfeaais« .the s.lioat laafixss of this Fr^sofe 
 EforeQSBt of exploretSou and asploitstion ®»s la ©ss^^tlal 
 
16 
 
 b&a'kQTOuaf agfclfist whieh te Tlowr the 
 «arii' ('ev&lQpm^at of our couatg^'. 
 
 1^0 th0 &eei'^«nt^ of geographj?, sga^i' 
 •>f tfe9 aT« ite of t>4ls ,erif>r are cHte. 
 fh© ?3r®af'h fifeii:-®;j«i': to bg tha firat g«t- 
 tl®r« ia th9 oal^ regioa that offeree an 
 aasjf aeo9®H fro^s tk& ■tlaatie geabonri? 
 to tK« interior of tii© o-eatiaaat. jiiee 
 aetablisfcer at -aebsc arj^ M0;it?©el» th© 
 operi g-Mtsafa^' iaj' before th©?4» fi ©ir ca- 
 .'.bee sji'' bot»au3t i-'oulr !»« .o:e«i up or 
 
 pass aj! the Ottawa ^i'vor, aa^ to^- ea ass;? 
 portfjgo t© "ake aj|^i£e3..,g th^s ooul<^ roaeto 
 .-ak6 tiaroa; or the vogyij-etu'B eoali' eKirt 
 tha shore® Df oatsrlo, cfirri' their c&ao«e 
 ftjwaai^ th# fsjlle &*ir raiS^'e at -llag-f re, 
 ft^d laaafh th«si iig«».l.;i o-'i :.afc9 S?ie. ^'roai 
 either polfit of vtint«4g9. th^ gr^&t pentrg,! 
 valley* of tha eoAtlnent 3.a^ ftt their f©@t. 
 Almost a ©core of i^ri^otlciitsilo wet^jTsHiS ofe- 
 8tTaote<^ ooij- bv low sof' iterrow port^^gei; 
 Ifl'' to th@ ivUeaieeli.il »at^ Ohio river^, 
 through th® iMt«, tha Fos, the lea ^Ittiasg, 
 thi> St# JoK©j»h, th® Mft«siee» tha ' uj'ehc^ga, 
 
 of the Q-rest :.«k©a. 
 
 Sat tiis Tsrv wealth et i.ossibllitleB fes^ 
 Itg *^isa^va«itag08. It sseaat'a j^c&ttarlag of 
 
 effort, it sseeat 6 eori^te>iit te^'tstSoa to 
 the sxploitfitiori of the fur- trad©, whieti 
 thri^fie aal-i' In v&.-t t-tretche?^ of thial^ popa- 
 It.t^t': territorjf. i^ad to th® eoas^e.ueat aegleet 
 .•>f perf«®.a©?it a?V' gt»t>l9 ^ettlegseata, the bailr'- 
 irtg of hcffiOH, tho c'sv«*lo,-se:it -^f far'-ss sa^ fac- 
 tories. It m«arit the fiogiin»a^e of the ti^rar 
 ajic^ th® trai>i.@r, ti,© wasrsrsr aa*^ tt© af^v®atmr- 
 sy» It aeaat the far-roechi ng J.aflu©ncg of the - 
 Jegs.dt prief't with M© ef f3 elegit aethors? of ea- 
 Ilstlng' th® fiPl»af'®hSj'> aftr rstalaJfif tha lo^'filt^ 
 of the iri^'isrsB. It seSiit aaf«?t;' for the lii^^iaf^ 
 tfi*^ja»®lT«s-, fa? ti:« f;ir"tr!:it'<?> ri<^t oal4' fi^P aot 
 •"-Istui'b thes isi th«iy aorsii'H© hi^sblts, bmt gaw 
 thair 2jor;0 of 13 f=;-* & acBs f&laB. 
 
aT 
 
 tfsrslae-'' la ■ fsrt the character aa<l <*xtent of 
 tha Fraafih oooupstJoa; irat oal; in , nrt. iba 
 ch&rsict^r of the i'reanh esttlera aad th^ 
 
 95.}aoittitiori rathfir than Kettleeisnt. It was 
 not the star<^i0Lt sf the Fr^ach @toek that 
 form^p %h(* backboaa Af 'j^g FTt.:io&, '.Hrkirsg 
 temoAg the /ra.ic^h Ipsi^lgrs ate ■sere the ^.e&|, sso- 
 tlven v'fdc^h iaB^A.T^f- 60 a&aj of the --'.agllsh 
 colordst- to seek roal aa^ permsaeat hosme 
 in tha .?'ew sorl<^. ;'.ftc.>:iag, too, w*3re the 
 gr-lrit of »@lf-reliaftCQ Hrx*-* the treritlOA of 
 local self-goverx'aeat which the -^rigl.ish 
 broap.nt with the?* frosi the i^other couatrj'. 
 Ihese tliffereAoea wore ftta-^aaental, aaf" to 
 uaf^eratand the^i la eni,eati»l to a.i a^:|_:rt^el8- 
 tion of the i 'letl tutlofiB sa*" 1- aale which 
 oone^tltute the bseio eleaejits of ii£i«ric-&a 
 natloaalig© ti'>r=r»;^. It «rae, he^avar, the geo- 
 graphleal p.ettitig th^t le«^ eo algaifJcaatlj? 
 to the rievelO;:me;it tht^t n®e<^e«'' &ai^ the uni- 
 fies jig ■eft' ©fit of the b'T^iiCh ii'xf ipJiinn w£u^ 
 Biafl their sften^^th to fase the se^arete ^jle- 
 meftte Into the e^abrj'O of » great natloft- 
 
 48 soon ui" thin five aiaute preliaitisry c^ie- 
 
 .^aeaioa was flai0he<^, group B i>afceo5 to the orojentioa 
 
 TOO® thre- <Soore ^own the imlle {The project! 09 rooa 
 
 was s olaes-rooa U8e<! ^ the Scfeooi of i>:aacatioru ) Sh© 
 
 pttpile were a®&te<? in froat of the fils. fhe ispriter ^oteS 
 ae operator a.i'' before the setosi showliig of the film fee- 
 
 ^n. the writer spoke to the chll<^r^a fe-e fo.ilew^. 
 
 "W» -.re r'-sa*^;^ to linei-'i -^>'^^'» - ^-^ strict 
 att'sntion to ^le fila. ' 
 
 fh© ti^9 no'isuts^^ i-i eho'^ifi- tha fil:a w b 
 
 t-fel'S'e mi:iut@B (tira^?* b5? tl'.e writsr'e ?fstc,h» ) Xhe pro- 
 
.8 
 
 i^QtOT ass3 v::Q,n sa Optigysph, f^ roo® was aaxt 
 ^n& the projeetloii ©xosllsisfc« f^ silr^rda 89r@€ii 
 if^QM a part of %he eqaips^nt of the jro«s» In c^d^* to 
 
 aequaini the r«->4©r «ltib tb« mib|«ot sattar in tfea 
 fila, tM oatllE© Qt th& film i8 repro-lJised hsr«?i'ltfe 
 fro© t^ sjllabtis e#nt ©at i^f ths ao3i«tj for fl^al 
 
19 
 
 Outliiio of Jontonta - History X 
 (Titles UEdarlinoa. ) 
 
 3oaiir?:r fob ?i3iiAi ai>JOAXi©N^ laa. 
 (Outs ilisj^fcr'^ts the captioris under which tbay nra 
 
 warve of gScvs^fS >-V.04.r, rlth vr.^ccl of St;ya9 of 2 COO suil- 
 
 "='^'>'" "^ru-riaa to 3ilf of St« I^awrerioo. 
 
 
 •i.-- r«3r,-jo rifvor In l^i-i't: '/ovs- ■••;■■ in li? 
 
 ;;a^ 
 
 Trip >JOr-;ol»st-aU oocino is o3v:'i into -irwJT'ntecl ni-p of 
 "loitb Arisrioa, .osplorers' raat« indlo.'.»;9d b ~ line 
 rnortr;^ :fr;>??i th« aat't, rasaing s ath of !f8rfoar3dl'i!i<3 
 Up iip«i St-» lAi^rsaoa, to Quohao, ox, to Jtontrssl* 
 
 
 old rrifit, 
 
 ■Rsp^oaujtloii of n.n old ; rixit, 
 ?r9T}i3h yisio ex Mars d -^re^t la8:®3 
 
 
 5?rip eonpleteda 
 Veesel at left of pictur©a 
 
 yi.rjgt rc^tg? via Ottwa £ 1^® ? 
 
 Atil^^j-it^^d :i5a.5 f3lla"v3 mata u:, .;i,t ^ 
 
 I)Qtt»|fl IJ jj^Jl j^r* r>0lftAi ^08 
 
 -r to 
 
20 
 
 A notha r route thro'iph X.akg Onta.rlo 
 
 Aniin....tofl lino tsegiris again at mouth of Ottawa River and 
 oontir-uGS up thg St. lawronoe, along north shore of La.k9 
 Ontario to mouth of laagara Rlvar and a little mi^ ap 
 
 thnt I'iv'-or, 
 
 Map of_ M^agara Ri v er 
 
 iixpl orj.it i on line ;; ntl.naes in tb.e "aloso-up" nsap to a 
 noiiit telov/ tho falls, vbsra tho ortaga r ut© is In- 
 dloated t/v !i ;.:oCtea line. 
 
 Jauoa^ v/ere qa rrled .irxin.'^ r ^y.lJ!; .: ':or 
 
 Roproduotion of ol'3 print of "4^ Port?. go" . 
 A Po rta ,^ 9 
 
 lotion pioturei? of rneri cirrying oanofis around f^Ola. 
 
 The Q-or^i ^e 
 
 Motion pictvire vltw-fe of the gorge 
 Hennepin's dra' Ikg; of tho ifelle 
 
 A real setion pietur©, 
 'Sh.Q eaaoe is oa the hacj: 
 of the im:.a» 
 
 Heproduotion of Hens spin's ovn arav trig. 
 The ^^Xia 
 
 Motion piot.-aros 
 
 Kotioii f4etui'@® 
 Ke^'roauctl on of old i>rlnt 
 
 J. w .L J. tj 
 
PrenGh asnplora.'S all Groat Lakes 
 
 21 
 
 £3ho?;2i b.y anlaiated map 
 
 Houta; fiom point .-.bove Eiagiri;. F?ills nlong north, shore 
 
 of I'iks iilria, up Detroit Hiver to location of Detroit. 
 
 The built fort uno sto ra at Detroit 
 
 loaMtion of a>6tr":>it ahovi'i".' ,on 1 ir;^e .aale niap; and anira- 
 afcs3 cTrploration line continues an Detroit River, thni 
 lalrtj .lit, 0>air, 3t. Clair Kiver thra T-yxVio Hurorj, along 
 g. W. shore of ats*. of Macinaa (looatl on of St. IgiiEoo 
 ■LBd Fort VTloh.i ilimaQkinao indl c-ted ) sjiith 3ong ■/vostem 
 shore of Latei TUohigan and thru ^iroen Bay to its head, 
 Othar routes aro shown irom J'a.chillinacJclnac down east- 
 ern ahor© of lake ?^ionigan to St. -ioi^e h; ana from St. 
 Ignacci along iJppor Pernntjals shore to St* ikry's Hlver, 
 xip to tlia SJenlds floccition of S-ault 3t6, ?'d.riei indiOAtoaO 
 and along southern sh.ore of lake St'.porior to present 
 site of Ualuth, 
 
 S'^ult atu. Iferio Instriot 
 
 HeprO'3;'-otlor> of old rirlnt 
 
 Y l;; w ;..n Piks Bup eri or 
 
 Reprodutj cm of oJ 1 print 
 
 frenoh ^ goutes I nt o Ohiie ajfi j Mi ssissippi V^ll az-rs 
 
 The nj-ain routes are showii by a serl9>3 of animivo6 lines 
 on ohe map, 
 
 I-?o"ate 1: fron^ ialfe Superior up the Woito River (rjeo.r 
 the present site of ilshland, ?«i30 to the 3t. Oroix 
 Rirsr, 'iavrn. thQ St. O,j?oir to tbe Mist^ippi, tMgnoe dO'Ain 
 the Mississippi, 
 
 Rouia IT: from he^id and Sr9f?n Bay up the Fox Rivor to 
 Lake Wimiegago, tlircRigh the Lake, on up the fox River 
 to .'i. port:,go, fioross and do^vn the Wisconsin to the Miss- 
 issippi, shown by ^^soving line. 
 
 Henr-effin at_ ;ft^ Port&g< i 
 
 Th9 m&la rout^ 
 mbona by aolmeted liaaa* 
 
22 
 
 Tjtt la falls of tba Msataslnrt ^ 
 
 ".oproJuottOK' of an oil prlrt 
 
 Ti ...^alla and ^ ^ , Saa5.Qpln oc the ^ ^gulaejppi 
 
 ..epro vaotio.n of ',>lu print 
 
 fc^iiofi r.lctapae of v!»oodBTsan*8 canoas ok tba appor 
 
 a<mt« 3: from ^;res«nt .. 5 1© of Ohla^igo up south 
 braaoh of Ihioa^o rlv^r, -ort'-r"'^ to -h« 
 
 the niinole to t-^e 
 by raotrlng 11 no, 
 
 Halnod fr^ah fort near 3t» Touts 
 
 H«pro<3aotlan of olo print 
 
 Raprodjiotior; of portpiit 
 
 :^out,e 4: far ov?n t^^ uniTated la^p) frees lMk9 faiahl- 
 ii-ao up t^« .>t# loiseph, ports^^a to i>h« 
 K"-iik\}c.aa, 'losn th« KtnknJtea, «in4 tha 11- 
 llnolB to the '^liisfselppl- ihown "by r?ov- 
 ing line. 
 
 e t«rti roatas iaTfjlooad first: Iniiurs v/arQ Inant 
 
 '\ -tngero ug there 
 
 Houta 6: shov-n by 'Anir .-;) fror> pr«;3;>nt iilte 
 
 of rola'o up j..noa to tha prasant . 
 
 slta of Fort -^-i.a, In^1« , porta ^'^ to 'he 
 «^tilM*ah, flown the ■ abv^uh -^lia tfea Jhlo to 
 tha iSlsoi ;alp.i, 
 
 Houta ; irons tna ; r«s}a> t i?ita of d-'-^sluslc^, up tha 
 3aDdasfe^ rlvar, portf.i,rti to t. a 33ioto, 
 io-vn tha ioioto to tha Ohio, Aomn the 'hlo. 
 
 Eouta G: fro® tha rr®^<''^t nita of 32a^alartJ, 
 
 tba ■>a^/iih':-- ,9 -'aaMSi.ga::;, 
 Ho^Ti tha 3hlo, 
 
 Bo'.ita s from tha -.to^-^uV ^i .o ji ^^la, ■oortii^^o 
 to Fra?iah vreak. tha ^IJ^-'.hen:;, -Md tha 
 Ohio, 6ho%n hj? mairins llr*a. 
 
 all tlia roiit«« tx«e- 
 •« by tha morias 
 
 liAB* 
 
|>Q;^ofQ'"'l^cr "'" 
 JtriSS 3Dnn'!Qtoa, to fix iha linaa !?* the *ja>,dl*s 
 
 23 
 
S4 
 
 An «DKain&tion of this outline s^ocrs that a 
 large ppoportlon of tha :nim ia darotad to etiil plctaj^ae, 
 »^8 sn^ osptions. Tba actaal proportion of esoh of 
 th«sd pJiases of tha film is ..Itos on pag# f |tj by tfea footage 
 measureBsent of tha fSls itself, (3«o aMpter IS for a 
 dlsoussioa of thla point,) 
 
 IHirli^ tto® tirj.a thQ fiigj a&e shown _to group 
 "B*, Kiss Vail was giving group "A*' Its oral insftraotlon, . 
 Sh« vm^A a blaokbosru ?iap to lliaBtr^ts th* r oat as t-i-kea 
 by th« Frenoh. i'h« roatse «-'«re traaea on tho biaaltboard 
 «ap ss ahosi'n by the filss, This issatraotioii »"iia givan 
 to the papiiB in thoir reguiar history oiaas-ro«»a, 
 
 ?h© tlise coK^iBied b^ the oral pr^ssntatlsas 
 wa« t»elve eilnutes. (Tiasd b^ tha teaaher*s r^^atoh. } 
 I!te« I'aSl followed the tilling or iesture method In har 
 presesitation, 
 
 The oat), ine of ths oral asterial givaa bj^' 
 ia«e ?&il is Q8 follo«e; 
 
 t@21 hOTj J'rsnoh in 1600 sailed frog? 
 
 Fr'anee to Oalf of dt, Lawrense, Indioate this 
 on map b^fora oiass. 
 
 The Tr^noh r?* ofeed the 3t, lawrenae Hi'srsr 
 in 1635, fo^^aPie t<xik thlrt^s^ii -peeks, Indioate 
 the sxplor«r*a route h^ a lino mirlm% from the 
 east, raassaia;* south of :?e*FiOim-31ima» inp the 
 3t# T^awreiKje to ..aeb«o, on to iJontrsuX, 
 
The F reach fotxafef Montreal an? uel^ee 
 on the BU LsHreaee Biver* Show their lo- 
 eetioR on the sap. 
 
 The Frsnch eSso ^x|»lnro<^ the <*re»t ""afe^s* 
 Taf?ic«ste on, the aai-- the XoeatlOA of the 
 C-3feBt ■«>:«?>. ihe flrJtt .route tfcey tool^. 
 wae Tin the Ottawa Hiver. (Trftee this 
 route Ui- the Ottfi^p. to I^ke Mplsetne then 
 \i'£ ws^ter to Lake Huron, ) 
 
 la 0TC9T to resch 'Mks iliriSRlttg the 
 ^.Xi>lorerg ®ft<^e port&g/? , o.^rr^Jng their 
 goo<^8 snf? aenoes seroRfi leaf?. (Inf^lcate 
 port&ge an asy* ) 
 
 T'-e French tor>k naathf>r route thru TAlt© 
 Oatsrio ui; to the UagRrti Hirer iu\e f&lle» 
 where tl ej were forcer' to i46ke & Ions Por- 
 tage, (ho* loeetioa of falls oa siap r^nd 
 
 The teacher aay f'ef^eribe here soasethlag 
 of the FsllB an^ their sis, Qtc. 
 
 Aaoag theBe eerl^^ explorers wrb one He.i- 
 aeoia who fs&'^e soae rrfiwi.igs of the falls 
 which wfire ver^ goo'^ a-i*^ eerve*' to c&ri^ 
 b80k to ."iuro-e n eojieeption of their sise. 
 
 After t}.9 yQTtg'i «rou:i.-^ th© itMs the 
 'jx-lorert foaa'' thei?if^o3?:^K oa Jske -:rle 
 where thej If^ter built the "Griffaa," the 
 first large shJi huova the Ffclls, 
 
 From th^ae two router iat<^ th© Gre'fit 
 T^kee. the French explored all the C^reat 
 I.aKess. 
 
 roatiftulag a^ ^elte Srie ftom ,1lafa?e» 
 tbfjy 6ail.t a fort t-nf' etora at letrolt. 
 f^ocote Jetrolt on aSi- arif" corttiriue e^- 
 e3oretiori liae u^ tne 3etroJt IJtrer, ti ni 
 
 Take Ft. flair. St. Cls.lr EiTer, thru -a^e 
 Huroa alOiig e.w. ^hcm of nti.. of Maokiaec, 
 BGuth alo:-:^ tiie *v>ie:tera i^hore of :.*lfe .UcM.- 
 
26 
 
 fh.TB<*. 0th '^r r<?nt«8 to tfca jhio Kiver 
 wera tak«u froa the ^rei-oat pit»i= of Hnn- 
 
 ejlTSsia, thra the esasll ri?©re ia Ohio 
 aafi raansylTaala iato the ofeio rdr&T* 
 
 Ihe Pr»ri' h explorer; the weetera routes 
 first beceas© th« IruTlaae Ksr« lest^t roftger- 
 oa4> there. Few eftttlaiaeatt vje^rs fou/ioed 
 baeaase tha Fra.ch explorars wera ao8tl;» 
 trs^terft anr! siJ.8Sio.aaridP.< 
 
 A ooRi;mrJfio?i of tho aUoT?> outlia® with that 
 of the filci ^'^^^'^ tha exte.at to which ^s oral ir*- 
 etractioa j/srsllelofi that of th« fila. 
 
 ('i) ?>ig toeting co.-i'-Jltioae * X^se^iatelj 
 followiug th§ irttttmietio^i of both grroupa tha ohilitrea 
 w»r« r9as8«fabl9<^ in their histoi;^ elaeti rooa aad were 
 taste*' se follawe 
 
 First thejf wsys given twQ bl&ak 8fc«'>tsj of 
 white paper aa*? s copy ot Qoo^e's outli,a& sa€^. of -^orth 
 Aa«Tie6. 560 oat', thav were given ti^ followir^f:: Ififtrue" 
 tiofis by the writer: 
 
 "At the toi- of ©feoh sheet of paper sat* 
 your EMij. write ^onv -^^aie, c^s*^©. «*-«'«•'' ^^^^te* 
 jo«, wft sr9 golrtg to 6Bk ;'ou soise ^usatiOAB 
 eoaceroij^ what ^'Oii heve juet se©.n t^a^ 
 baar^. Acs^sr e.s sjaa^- ep jou cea. You 
 will be given tiae to write until ^ou tsre 
 finishei^, I 'B'lll ^rit© tee ca*?f:tioue oa 
 the boar^« e.m' will giv» jou an opfortanit;^ 
 to ask %& queetions If th«>ry le ari^ worf^ 
 yoa c^eariot rea?% ;voj?>: ' jaet ?s re-irl;/ aa^ 
 fts accni'Btel^' sb fou caa, lo aot <?opj' th« 
 qnef>tjo.'i8 fros* tsha hoi^rfi, ferite j»our sn- 
 Bwer after eaob aumber» '' 
 
2f^. 
 
 gaa am^ thru Gre*^! di^i' to ita he«<^» ) Othor 
 i^utofc ehoair be ehofs-i froa 14Jchllliamcyj:;iac 
 ffowa. ^asitdrfj Shore of T&k© iCJ^hJgaJi to St. 
 Joeejph noit fros r-'t» Igaaoe alo.-^ J, per _ d.-^i- 
 Ifitttila ghor*> to '^t* Meiej-'e KJvsf, up to the 
 Ha i<^B at .='8 alt ?te. itsrle ?uk' alosi^ the 
 «intb ;rn ehor.?: of -sko ou, «rlor to the 
 i; reseat eite of uluth. 
 
 After '^x;>lorlrigr tha Cs^^^^t "ajrse. th© 
 Frfti^h took aeveral router into the 'hio 
 
 Route l« fros T^^ke Sup^'rior ap the 
 White lilver to the Ht. f roix Kiv$r, f'ow.i 
 the ?^t. C roix te the "jiissiBtTippl aad thsryse 
 ^own the iliBiiSgslpi.i. 
 
 Route P « Frora the hear sa*? Gre<^n 3a;p 
 ap the "fo% 'Hlver tc T&ka felniiebego. 'xhrxx 
 the :^.^ke, on a^^ the Fox Inlye? to s rortag^, 
 »oro8s anr ^own the WisconelR to the Hleeis- 
 
 3ft8l<^es Eenaei'in, :,« S^ll** i?8h another 
 groat -explorer who ooTorf>^ tbs Mls«elf;elppi 
 ?&ll6^- r?lBtrlct. Shei- foaaoet^ St. •ovUp. 
 bnlli^Sag a fort ther * 
 
 ilouta 3. Froa the pre? <??at site of ChS- 
 o&go ii]; t'he 0oath branch of the Chlcego 
 HiT©r, porta*© to th?? 2 es :Xfela^1e., eioog 
 the ^oa'plalnea a# the Illlrtol!t> to the 
 Mississippi. 
 
 gQute 4 . Frotfs ''.ake yjchlgan a^ th@ 
 Bt. ToieJ^ iorta^e to the KanJrakee, r'owa 
 the Ka.'ilrBkoe, fe/v^ tie Illinoi© to the Mia- 
 
 eiasippi. 
 
 Hoate b * From the pT eent eite of I'o- 
 lec?o«"up"'fi2e Meac5«<> to the .•rearant alt© of 
 Fort aeS^ae, lacitxim, ,. ortage to the trahaeh, 
 aowa the ^abeeh &n^ the OM© to the MiaeiP 
 sippi. 
 
prtvlotts to th» aK:p9ri!stst "b^' t^ ??ri %er «/®r» t^n 
 written as. t.hs lsoa-r4. 1!i« ahilSrais Trot« about thirty- 
 
 iB saorlr^ the papers. 
 
 v^a^ati i>i^ fo-rr, ri^e, t'^^elv^, foartesa, and 
 sixt®0B «ar« "sap cuestiOBS." fii^a© isdre sKsor^d as 
 
 C^i« point was slTiKJ for, 
 
 or &&&hm* 
 
 3t» tCRiis, vu.e1j(i8<3, Maf2tr@ml# J 
 
Cuostioas us9f? la rjalvercltv 31emeatfiry School ^SxperJaaat, 
 
 1. French explorers snli jd ££^m- to — ■• 
 
 2. la what kl:iis of 'aorta dl«^ they crosg the Atlaiitic? • 
 
 o. After re^w'.hiag Aaerica the «acplorer8 sella-^ up the 
 
 rlTesr. 
 4. TT&ea oa >oar iat.p t'h«s first routs •cii©Fe expiorsrs took 
 
 ia reaching the Great Lakes. dumber tiilB i. 
 6» Sraco oa ^our map tbe seco!V' route theso French took la 
 
 exploring the Gr«?it L«kos, UL-aber tht^ 2. 
 d. What <1ifficuit^ did ttiej? haTe oa r^achlig Hagara?— 
 
 7. How dl<^ they ovfcrcomo this difficulty? 
 
 8. What kiafl of boats '^lA the ©xplorers firBt iise oa the 
 Great lakaa? 
 
 9. ^^ter the explorers ouilt e ship, the ''ariffoa," 0:1 Take 
 3rie. A'hy r'lf' they buil«^ a boat rrtther thaa sail oae 
 
 Up the rivers iito the ""iake? • 
 
 10. OlTe the -laraes of two .freaeh explorears, 
 
 11. ^Vhat <lifi the Freach builc et etrolt an<^ St« Louie? 
 
 12. Lonate 01 your sap the important portHgae, Mark each 
 with ad X. 
 
 13. Why (^ifi liie Froach -sxplprers travel over tho westeni 
 rivara first? • ^ 
 
ti) 
 
 14. The Fraach took four ^Iffereat routes in rtaching the 
 jyileelBsippi xivar from the Gr«at Takee, Trace these 
 routes oa ;/our jmp* 
 
 15. Wtet Is a portage? 
 
 16. 3*m<i isaf! locate on ;-OTir map the sattleseats foaif^e*! 
 fey the Preach. 
 
 The sample aap Ibllowic^ repregaate the ke;^ 
 usee la scoriag the sE»p oueatioiis. fhe total possible 
 score ia the te^t ^se 38. 
 
SI 
 
 Accepted aaewera to qae.~:tlQfi« ucef — Sxperla'^mt oae. 
 
 PQj^Q^ Oae polat for each corract striswer. 
 
 Talue 
 
 *^' 1. frvflce to Cwebeo, or Fr'saoe to Jiorth iBeriea, or Firaao© 
 
 to St. Lawreace silver, or rrsac© to Qalf of St. .■:awreaoei 
 ^^' £. Sail boats, 
 '^' 3. St, Lawroace. 
 
 »^' 4. (see DBBp). 
 
 *^' 5. (see map ) 
 
 '*' 6. They hsfl to go around the falls. 
 
 *^' 7. Thay carried csooas aroaad the falls or aa'^a a portage. 
 
 * ' a. Canoes, 
 
 '^' 9. Xhey coul^ aot sail e large boat over the falls, or they 
 eeul^ Qot oarrj^ a large boat'^ver the portages, 
 
 *^10. Eeaaepla aad La Salle (one iiOint tor each). 
 ^^^11. I'orts ann 
 *^'1S. (aee map). 
 
 (1) 
 
 * '11, jforts an?' stor^fr (o-ie poiiit for each) 
 
 13. ladlaae were more friendly in. t!.e west, or In^laoe were 
 ffiore frloadli- ther-u 
 
^®^ 14t (sa? iat.'-]» ^^ pupila yivat-.-m xaore ta&a .four routes 
 corractl^ they were give a credit for thss® also* 
 
 *^' 16» l^a^i bet'fo*®^^-"! two v?ools£ 5f water over whl^^h ^e^^s sr® 
 
 carrl»^« c-.r,, Flar^e whtr-s k.«&q esyrl©^ cs^oee c^ gcof^s In 
 tT-'^r tc gr^ fr^s 0'% hf>^^ of r«'--k^T to ?"riathfr, or. Place 
 wh'Sre men oarrl^f c^eaues or goo'^s i/i or^er to go sroaa*? 
 places la ^. riv^r where tti<?j realr-i't go. 
 f^otfi. A ari3afe©r &&}(' ''a >.ortsg^ w*?e s. etirlp of iea*'^ 
 batwesa two h^.H^B ^f wutdr. " ^hls ^S6 aot ao.c«pt9^« ) 
 
 (4) 16. (8*2-^ nKsp)> 
 
 (13) Total polatB oa qaeetiot^ 
 (£5) 2otai points oa aap work 
 
 (38) Total point 3cor« on taat. So get tho "3cor«" add up the points 
 nade oa each cuoi^tion* 
 
S3 
 
34 
 
 ^BM XiB30Lf3« the roeulte of axp«rSJ»nt om 
 
 ©repp 
 
 
 ill &11 but 
 
 10110 
 
 i 
 
 lOBS 
 
 Airerag*! 
 
 It 
 
 
 1 
 
 I 
 
 9.58 
 
 7.3 
 
 106.9 
 
 
 %6 
 
 U*B 
 
 %m 
 
 5.t 
 
 106,4 
 
 ^Ifelo 1# 'rh» results of e^i^arlT^isafe one, i^mp^riim 
 fil» with oral iBStJraoUon at tfcs Bisriwiitary -ohoal of tlw 
 
 An aaasiination of tho ic^aolt© ©f Ihls fi^fst e^i^rlaient 
 Bh09S tlai% tbe oaral group Bknis an sverage tots^i soar© ,8 of 
 
 ififfererce le t^o siir^t to ^© of m^ah alguifiasuo*. However* 
 bF eofsparing th© boojmi® aade ^j the tm sro«*ps on the aap 
 
 ^sestiofid s nrtti<s«abl© diffeyetice cf 1.4 ioirits or E3,f j^roent 
 
 in f^Tor of th« oral gs-oap is f ouiitl. 4pp3?03Ciimt«i# t^ asffi© 
 ^Bsoniit of tim« irsK Bvent by the lioaeher a.a tU^ ^*®^-^,ree©ntatioa 
 wltbiu the twelve ©iairtes.aB was ^^ed by the ills dariiag its 
 ■fiweiv© aiJEito pr®^n'4atioii of th® »a®e m&lerliaa lad the 
 %mQh93f plao®4 iN?j?e @®pb»®is t^.sa tls« film on t&e imp 
 *^ouup 9l^u4ea#a ii-* tMs'g:i?omf mtre moment the tiajr o^ %h& 
 
 expeiri^ent* 
 
35 
 
 work, the score mafle by the oral group on the elerea non- 
 map questlone would have been ooasiderably lower than the 
 score made by the fllia g3roap. The difference in score be- 
 tween the two groups on the aoa-map questioas ie only ,2>2 
 in favor of the film group whioh is not large enough to 
 account for the difference in the map question scores. 
 
 fhe map instruction as presented by the film 
 was an animated line <5rawn on a blaokboarci map similar 
 to the one used by the teacher. In_aa_jnuch as the total 
 possible score in map work wa& twenty-five points, this 
 difference of 1*4 in favor of the oral gix)Up is signifi- 
 cant. 
 
 fhe score macie by the two groups on the eleven 
 non-map questions is not so aigaJ.ficant in this experiment, 
 because the answer to a fluraber of the eleven oxieetions 
 was to be found in part or entirely in the caption in the 
 film. Captions are reading material, hence ideas gained 
 from the captions were transmitted thru language, not pic- 
 tures. Such a comparisoa involves the ciifference of ac- 
 quiring certain information thru reeding as against hear- 
 ing words. 
 
 5?hree objectioos can be raised concerning the 
 reliability of the results of experiment ozie: first, that 
 the film was not the best possible film to teach this 
 
36 
 
 partloular unit, and seoond, that piQ>lla were trained to 
 learn map work more eoonomioally under ordinary class room 
 metlioas than frcxa a film which is relatively a new method 
 of presenting snoh saaterlal to children, I'hird, that the 
 test diii not tost all r' the deairaele owteosies of film 
 instruotion. 
 
 While this film is perhaps not the hest of fiia^a 
 
 In ilw organisation and crriingewent of stihjeot matter, the 
 same thing could be as id of the oral inetr action whioh 
 followed the outline of the filia. One mif^t also raise a 
 oounter question, namely; Was fche method of"t©liing" used 
 by the toacher the Ijeet wethod of teaohtng the oral group? 
 
 In answer to tlie seoond objection It should h© 
 understood that this group of twenty-eight uhildren had been 
 drilled on scaae of tb» pointa ot* learning from film in 
 oonnection with another XilBt, "The Influence of the Steamboat 
 on Unltci States History." Furthermore, the newness of the 
 situetion^ would he a factor in favor of the film situation, 
 ellipse noreXty, vividnete, &ad rapid learning go hana in hand* 
 
 A dlGCUBBion of the third ob.^eotion woula take as 
 into the problem of the validity and value of information tests 
 in eduoational measurement. It is the purpose of the writer 
 to keep these points In mind in drawiof oonclusions from the 
 results of all the e3:periments herein desorihed. 
 
37 
 
 QBAFSm II 
 
 &:periin9nt 2, 
 
 A oomprehenaire program of rasearoh In risual 
 sduoati on ri«0QS3itat«a a l-ir,^-3r laijorator,^ than tha .-ao- 
 mectarir SohooJ of the Unireralti^ of Chisago. A aohool 
 a^stos vhora motrlng piatura Instruction had 'buer? in 
 operation was clfisim'ole for fA-o raaeona; first, the me- 
 ohanioo of rtinning ths experlmsnte i^ould ha rsn^ereci ©aslor, 
 and aaoona, thv*? sub.lects would b@ familirr vith tho 
 "film situation.'^ 
 
 Thrti the efforts of Dr, ?. IT. ?re®nian of tho 
 'Jnitrarsity of Shiesgo, permlaalon was obtained from 
 3aperiritend07it Kishols anot Aesistsnt SupGrlntendent Walker 
 to oontlme the resa<;rah in the Soath ::^&ziB%on Schools. 
 A p-isual ©duor.tion program h^-d .'bflrQn U; operatSop In rSvans- 
 tOB for t-. o ye.Hx-s, and the sahools v/oro ©qulpt with the appar- 
 atus rieo©s;iary to carr^- for^.ard the raaearoh in an ©ffeetir® 
 manner. 
 
 ?our erpfiriBsnts v^re plai^Bsd on <> lars^e soal® 
 Involving tfiraa aalioalsj una 2iJ£ ahiiiirec. A fosirth sohool 
 
 v?a{3 inolad@3 in the origiiial proi?rarg, but it w^,s foutsd to b® 
 equipt for lay tlr:ia projtjGtiori. 
 
38 
 
 Ea^^riaambB two, thr«« Mud four w«r9 c^fried out in tiui 
 (Antral aad Linooln eobools* is^«riaaat f 1t« oas takaa 
 oir<ir to th« W^hiagtea sehool. 
 
 Xiaumaoh aa tha eicpeariae&ta wora atartad aaar 
 tlia and of tha sohool year, it «aa impos&ibla to giva 
 aaaory twta folloniag thB original taata. Seets tba 
 following Sapt«Aar wara out of the qiMation ainoa tha 
 aigh^ gradara mmtb pr(»otad and s^mttarad aitktr in 
 tha aaoondary eehoola or elea«hora« 
 
 Tha auooaaa of these expariffionts is doe 
 largalj to tha oooparativa af forts of Aaeistant Siogpar- 
 intendant •'/allcar and his taaohara, 
 
 SUOSLS^, Xha raaalts of aa^arioent ona 
 indioatad tliat tha '^f iln i&athod" was not as effaetiTa 
 aa tha '*taaeher-teliing Bathad"* in teaohin^ gbbp 
 inforiaation* Xhis resalt furnished a lead for experiaent 
 two. 
 
 It aaa daoidad to aalDS octtparisons of three 
 iMthoda of inatmetion aa follomis firat, to o^tpara 
 a presentation by the fila with oral instruotion during 
 i^ioh the pupils followed the teaoher's ma^ instruotion 
 Igr referring to a map of 9ort^ Aaerioa in their gaagrapk* 
 ies; seoond, to oiai^ara eaeh of these foraa of teaching 
 with a e^Bibination of oral and f il» instruotion. 
 
39 
 
 ffe® ss«^ topie was iB9l«et«« for «s,erliasat two tfcat fea^ 
 
 fee-5ii as®« la tk« ar4.^?sit|^ of CMeag© -assseataxj- Sc^feool 
 
 S5« flla ^y t^»t titl® pso^iio©^ fej? the floftiet^ for Visual 
 m^m^tiont Iaciorpo«it©^, t»ag as*^ f^r tfe# film l^truc- 
 tl oa» " 
 
 .{f) Sab 3 acta * ?a|?il» of th® e«TS3tfe aa^i 
 #l^tfe srs*?© in the C«iitral sa« TJL^oln sel^ois ir«r© 8«- 
 
 I®<ite4 for th« 9xp«rla«at* fh«sa ehll«!r@a h6« fe«ett tePt- 
 
 1 
 ^e with th« Chapfssrs Ifit0l3.igeac@ llsssiiiatloa which Is 
 
 «i09crife0*' la tha Jour^il of ^i-^acetioisRl riea«arch fo? 
 
 December, I'^gO, pp. 777 -786. In oy^«r to f'iTl^# the eMl- 
 ^rda Isto tfewe eoa^rsbl« groups, tha ebil^rea st each 
 school wfr« r©?:jlc®i In sr<5«r ^f tU-elr seosre cb tfee latel- 
 ligeaee «sasiciatioa, Qyoct* 4 was forsisf^ b§ taking 9T«sy 
 fourth sfeil<3 starting with rsf* ona; group 3, ^^ taiaag 
 «T«?y faarth chil^r stfiytiog with r&iik two; group C» S^ 
 tsklaf 9f^s^ faurlii eMl^ etartiag with i?&nlc th?e?*. 
 Sisilerl^. tfer®8 praaxjse w@re ar^?iiig»<?- at th» Ui^©a,n 
 sehool- 
 
 Cffeie mnthofi. wa» foaai lat#r. to ^ laaeea3P»t«" 
 forfoisaii30 thrsa »Qa-l groans, fha §roai>8 vari*^ ia 
 sversffa lateliigstM© "9t^ i^*'^ a© seleeto^. "i.*" flr®t, /"B" 
 
 !• J. Qwoa^ wimf^m« A @?di^ Xfit«ftlig«iie« l3G»iiiaatl@a 
 Without Wrmg^TmA BliA&s. ^oaraaX of Mfutatloasl Hoseaafob, 
 ^&U XX. lto« S. pp. 7?f - 786. 
 
s«cona, and. "3" tMrd. Had tho arroupa been seleotad in 
 the following mnnfir this slight airferen3e bot^sen the 
 
 three groups 'noald hfivo been rootifi«d. ) 
 
 40 
 
 ; 
 
 group 
 
 A 
 
 |j 
 
 
 ■> 
 
 '. 
 
 
 f 
 
 rail}: 
 
 1 
 
 
 
 — - 
 
 ^. 
 
 : 
 
 
 . 
 
 i:'' 
 
 1 
 
 : 
 
 
 
 
 
 
 
 : 
 
 
 J gto. 
 
 (._5) Pr<?s-3nt'.t1.oyi of th^a toj.i'j!. t'f^o flays 
 before -she eKpesriiitieRt dntailod plans xor thf- sxperimants 
 were disoaBseci "b^- tbo v/riter in a reostins of the tsr-ohars 
 ^rtloipt &liit? in tha reanarcn. The filr. v?=ie ©xhibited -t 
 the- same tlGf la or-3;5r th-'.tt ths tpas'-; jra ,Tlvt-a;^ tha oral 
 instractlos '^ould bs aWe to parallel the film aa eloae- 
 ly as poaalM®. Without axoeptlon the tea-ihors agreod 
 to do all the J aouia t-o itaics tho ospsriirants ^ gasosss. 
 
 The first half of tha aspariment. waa launahad 
 at Osntral school, Ma^ £3, 19£1. The ohildran who wera to 
 iBsicd up tho personnel of sash groip i-ers sent to the 
 plao98 assignee thsTr in the three rooms wher® they W9r« 
 
41 
 
 plaoed In saro of their taaahere. 
 
 As soon IS tha pupilu MS reaahed their 
 
 destinations tha tsa<3hor in each room sjave ihe.T! tho 
 
 following ins tractions. 
 
 'Xodiy oou '.-ill h&*-r th*> Ktori' of th© 
 PreBch iixploratioiiii in i'-'oi'^h A!i*ari3a. 
 Pay sti'iat attei-tion to all yoa haar and 
 i;s«, for 5^0 a 7.111 ho tested cr 7/h?it you 
 hare le-rnoti, I;C"», 1 ait (joiii^ to rea4 
 Oo 'jou. for five minutes sonoorfilng these 
 explori.tSons, I-i^ten v^hile I i«iad." 
 
 Thia prali binary oral disauseion v.-ub tho 
 
 sama as th>it aa<5d xk experiiaerit. one. (So© p^S® 2*f ) 
 
 Crroa"^ A» i'ollowiiif^ !.rn» prdiiPiliiarjf oral dia- 
 oussion, the tea^ihtsr oi" si'o^P "A", Ahiah vo ?;ili o&ll the 
 oral groap, presontoa the otory of Vna Frenoh Sxplorations 
 for twQiity-four tnlriutea. {isae page 2.^] jXiring this 
 twenty-four minute* .presentation Q&cb pupil had his geograpl^y 
 open to the sane n^p of ?Torth America, fthenevor refsreoca 
 was made to the K&p the pupils followed thru th<s ro.*taa 
 taken by tha Frm;.(ih as thvi ta%or.?sr trasod thasi or. her cslass- 
 rooro B>ap. 
 
 Sroog^B. Followin?^ tho fi^a uiir.=ato pre- 
 
 liBln-iry digcuseion, .^roup "B" received tv^olve =!^lnutQs 
 *Ch© teisher tiraad her presentation bv her ws.tch« 
 
42 
 
 oral inatruotion h^ their teaaher. PMs iaatraotlon was the 
 saraa ae that glv0n th« pupils In exparlBiant one. fhe 
 piplXe liat®iie<i to tha te&ah^r nna looked at the CTtp 
 ua«d to t©&3h thQ loaatioe of the roatee, portag«8 und 
 settlements made by tha Frsnoh axplorars, ?he rmip ^^as 
 a aj >ss-rocHa rsip oomp irahle to the one shown In th© film* 
 Onl^' thos® routes indioatsd in the f lira were aiacaaead 
 dtirlrsg tha oral presentatioc. Th@ oiass-room msApe us©d 
 by groaps A an.) B were lientioal aopios, fhe teaaher tlmafl 
 hor preaoiitation with bar v^^toh. 
 
 After the twelve mlnate oral aiscasslon, 
 group B was .-aarohed to the hfi3.1-va/ belov where it er* 
 the film, Frenoh ^plorations. Tha ehOiflRg of the film 
 ooaaplevi twelve minutes. Sroap B joined grovi, ^l in the 
 hall-v'-ay, since group 3 was to see the filsj a aeoon*! tisie. 
 Vhen the tr/elve minute film presentation was finished, 
 group B returned to Ita rooia* 
 
 ■3roap Oj. As soon 'i& t-ba te&aher of groap 
 
 3 had flj'iishea raading the five rolnate preliminary oral 
 dlseuaaioB, the pmplls m-j^rshea to the hall-^^^ay below* 
 fhis lovH-er hall was e<jpuipt ith a sllverefi soroes, drop 
 sli^dea a«di ourtains so that it oould he @^%B%ly ohaBged 
 Into a pro^eotion roois. folding oteira vierB placed In 
 
48 
 
 froat of th« scre'm for ^e ptiplle 8.a<^ t«fecfce?s, fh« 
 pro^acto? ns9<t «»ee) b SMii-pdtt&ble, Zenith • 
 
 File ic^tt^etioa &n^ ©satartftinra^ato vbBrm 
 flias w«r9 usee? hsi l^aa carris*^ oa la this ef^hool for 
 mor® tima two jears. Henee, the flls sltaetioa ime aet 
 st?&:3ge to the pUi-lls; furthsraere, thl© «^»drioaoe ha^ 
 traiaka<^ thea la soae of the polats liiTolve*^ la l»era- 
 lag th^fa the sedlaa of aotlon plotaree* 
 
 Sroap C y«c9lye<^ twe.it^-foar alautes of fila 
 iastifTictlon, or two e^xmla^ of the f 1 lis ^Freswh SxiIotr- 
 tlo.as. Ae sooa »e the fll® prafceotstloa wae fifil8fc©f'» 
 grodp C roturao^ to Its toom, 
 
 f*) The taste > .it th^t e.i^ of the 
 lostniotloa perla<?8 ee«h i'«pil w»6 gi^en a set of :%lm&9~ 
 graphed quest! oaa, a copy of s alaeogwai^he'i ^sp of ^'orth 
 Aaeri<J8, 8f^<^ the foll^^irsg instructs oas by the taacher»: 
 
 "First fill Ik tfee hl&iik e.acee &t the 
 top of BBtch ^aet. AB eooa as that le 
 
 fi dished, tiafsweT sk sinn^- of li^B rnes<tle«-^ 
 a© ^04 eafu erite ;-our anesere In the 
 BviiCQB iTovii^9A^ ilh»e tho siiaeographecl 
 a&p for'^ou? Sfiswieire to th<i aa^ qaeatlof^i. " 
 
 fhe teetl'^g period was eapenrise^ h^ the 
 hexis aaf" the writer. 
 
44 
 
 Wmn tb9 p^lls iQ groups ii sad C lisui fisislied 
 their %»&%», the writer aelcAd them to a^m^sx th% foXlowiz^ 
 quAStlosa at tht bottfm of ttislr qaestioa slwetss* 
 
 "Grottp B«** (Xj ifhftt Aid 70a I«ara 
 trsB tli« fila tisftt jraa did not iears frc»i 
 tho t«Aoh«rt 
 
 (g) What did 70a Xesra 
 froB tta» te&ohsr %h»t jrou did not l«arn 
 from the fiaaT 
 
 '*6r*i9 C.** (X) What did 70a Xeam 
 from tho sooond showiai; of the f iXa that 
 70U did iK»t Xeara frosa the firstT 
 
 At the eXoee of the testing period the pi^)iXB 
 reeutted their reguXar eXeee work tmder their ovm teaoher* 
 The papers were ooXXeoted, tied ia l»iiadXo@, and XabXed 
 groups 4,B, and C. 
 
 She test was the Bam» as that used in exper i»ent 
 Otts* Bovever, in experiment ttM the qsestions were 
 ■dBSOgraphed on a singXe sOieet of pap«r* fhe pntline 
 of Sorth Aaerioa was aXso siiiseogrsphed* 
 
 fhe papers were all soorea hy the writer who 
 used tlM» sese seoring Icojr m^^a in experim«it one. 
 
45 
 
 The aeoona half of the •acperlaent was oari-ied 
 
 out th» iollo??iiis day, l«»? £1, 1921, at; the linooln School. 
 
 Th9 Qxperimant 'lasorlbaJ abovo at tho OentraX Sohool was 
 repeat 9d at the Linooln Sohool In every detail* Th« 
 8ani9 sort of projection room, a >sall-way, ^.^q ussd at 
 tha linooln Soliool* 'Hj i-apaatin?^ »h9 -a/itiral S«ihool 
 prouodsre, th« liccoln Sohool half of the expariraant 
 8or7«d aa a oheok. on th<i results obtainttd at tho ^antral 
 3aJ)0ol« 
 
 H23-JItS« Tho tosta glv«n in azparlnseiot 
 t%o wera soordd !>/ thtf writer a nrst tlma, iJlx vieoks 
 lat«x tha scorad ^ere o'.iofced lu ^^rder tc a«oare oiil- 
 forEJ and aoaurate scorins. 
 
 rh9 arsr?A,5fl soores orada bj aaob ^rotip on th9 
 a&p qua^tioas, tha iRfori»ition qaostlOM;^, &nd ths qa<93- 
 tions conblvied is ahov'r; in table km 
 
46 
 
 Ceatral i&tool. Hs^ ES. 19B1* ? t& &ad 8 th gsm^^ec* 
 
 67931^ SewDftT Av«ri^S»! sc:ore . a^^etioas mw «ee»i 
 
 S^tal se9»ll 
 
 pupil* ig©aee 
 
 j 
 
 flla; £7 53. ?0 18,e3 l«dX @*07 4.7@ 
 
 16*10 5.10 
 
 A or»l «1 
 
 £4.04 9«n 
 
 1«1£ 
 
 11»66 
 
 4.3£ £1.37 
 
 &*B4 
 
 £iia ^.6 
 
 01,§O 9.U 
 
 1.7£ 
 
 &.4E 
 
 3.96 14«53 
 
 4.S8 
 
 
 l»iei. 
 
 7th end 
 
 xa.as 
 
 
 
 d oral 
 fila ££ 
 
 ^•23 9*73 
 
 X.41 
 
 4.9$ 
 
 A e»l U 
 
 |ie»£i 1 f.e4 
 
 UB§ 
 
 ai.oo 
 
 3.M £Qi^4 
 
 4.74 i 
 
 C fila as 
 
 Sf.Sft 3^.40 
 
 l.»» 
 
 J9«.SA 
 
 S.S9 20.14 
 
 B*&3L \ 
 
 l» file aforage ooorea am^e b^r ^a^^ 
 
47 
 
 1?h« scores tabulated in tib3e tv/o .how that 
 group "A" it thQ Central School made ihe boat total 
 average score of i/no three groups. The oril group's 
 total avorTu^Q saore was 3.E7 points or 18,0 :l above 
 that made b^r the or il -film group, "B", nnd 6,84 points 
 or 47.0 ^ abov6 that made by the filE group, "0". 
 
 The aoov-e made by the oral j;ro ip "A" on the 
 eleven inforraution questions was only .60 or 6.6 ^ 
 higher than that mnde by tho film group "3". The oral- 
 fllm group "S" made the highest score on the eleven In- 
 formation questions, being .32 or 3,2 jC above the ortl 
 group, and ,9£ or 10.0 fo abovo the film group. 
 
 The scores made by r.he groups on the map ques- 
 tions v/ore v.'idel^ aori-ar-itad, as iu experir-ant one, 'Tere 
 the oral group made a score over tv-ico aa Inrge as 1*0 
 film group, a difference of 5. £4 or 115.1 ^. The oral 
 group's score waa a3so 3.59 or 44,4 ;S higher than the 
 oral-film .yroun. The oral-fllrn group in turn rcaae a 
 score 2.65 or 48.8 p higher than the filra group. The 
 scores on the raap questions are very significant vihsn 
 one considers the fact that tho total /-ossible score on 
 tho nap work was onlji' £5, vlth an average score for the 
 entire t^roup of 8,06. 
 
48 
 
 At the linsolri school tho T'lnk of the oral 
 •incl oral-filn) groups Is reversed froR) v-hat it v/iis in 
 the Central eohool. Tho film group, however, ranks 
 third in hoth schools In the totrii avaraga score- iri& 
 the average naip score. The reversal in rank of groapfc 
 A and B may reflect tho teaching abilitjs of the toaohers 
 giving the oral instruction, a factor important enoush 
 to offset the other variable hfllng; meusurad. 
 
 The total avoru^re acjore mside by the orf^l-film 
 group is 1,95 or 9.6 p above that made b^' the fllra group, 
 and 1.85 or 9.1 -^ above that male by the oral group, The 
 score made b^? the film group on the eleven information 
 questions v.us .87 or 8.9 ^ hif<hor than that made hj the 
 oral -film group, and 1.34 or 14.4 ^ hi>5har than that made 
 by the oral ,'roup. It v.'na pointed out on page above 
 that the snsv'^ers for the elover^ information questions v/ere 
 to be found in part in the caption or language material of 
 the film. 
 
 Tho scores niade in the map questions vore again 
 strikingly higher for gro ips A and B as compared with 
 group 0. The oral-filss group made an average score £.82 
 or £9.5 ^ higher than the film group, and 1.38 or 1£.5 % 
 higher thtan the oral group. The oral groip made a score 
 1.44 or 15.0 ;^ higher than the film gro.<.p. The differences 
 
49 
 
 * 
 
 in the m;ip sooroa ure not so striking as the differ- 
 onoes ^betwoon the three gro ipa in the Central school 
 half of the experiment, Hov/«ver, in tho Central school, 
 Lincoln school, an;? the Univorsity iSleraentary school 
 (see ex;;erlmQnt one) the .groups which reoelved only film 
 instruct jon iinade tho lowest avor:i?:;Q s-jore on the five r.iap 
 questions and tho lov'est score on the total average aoore 
 
 The method o.t selecting oomcarable groupa by in- 
 telligence test scores in the j5vn,nston ox' erinent v/as faul- 
 ty, (See above pa-Jie 3^. ) This fact ahould ha taken Into 
 oonsi aeration in the interpretation of tho roaults of ox- 
 peri rrjents tv,'o, throo, and four. Furthermore , on the daya 
 the experiments wero performed, 3e\^eral of the pupils were 
 absent, njakin;^ the number of subjeota in each groap differ- 
 ent. 
 
 In order to make ftllow«nce for theso differenoeB, 
 a procedure was followed; to throw out of the groups having 
 la higher number of pupils thoae anils whoae intelligence 
 soore did not natch vory cjlosoly pupil for pupil tho in- 
 telligonce sooro of pupils of tl^e amallost ;;roup, thus 
 rnaking the three gro ps equal in number and intelligence. 
 
 *£J!ee page S| for a qualification of this at«^.te':ont< 
 
50 
 
 The first sot of ravial ts given in table tvio 
 followed prooaduro one, let as exaisine ths reaalta of 
 exp«rimeKt tv?o in terms of the ^nethods of •qualizing 
 the groups. 
 
 ■jroups equal in nambor and iritelligerica pero 
 obtair.ad by irjatshing ths iritolligonoe scores of the 
 three gro'ips r-iapil by pupil, aisregarclir :-t the experl- 
 mental tost soorass. In this manner three grojps of 
 twenty -one pupils v/ere formed in tbo Central so ho:! and 
 three groaps of twenty-two oaplls wore fos^aed in the Lin- 
 coln school. Tho groups having larj^or numbera suffered 
 the loss of the individuals whose test soores could not 
 "be ffiatched. 
 
 When these j^roipa had heon formed the scores 
 made In tho tec-t wore placed in oh»irt form opposite their 
 naroes and new totals and avara?^e3 computed. The results 
 of this prooe-iure are shown in table three. 
 
51 
 
 This new tabalati.on of res alt? left the 
 rank orier -f the groups fuiah'-ngod in the Oantral and 
 Linooln aohools with oiie ©xoeptlcn; the flic fivovif^ made 
 hl.^her total score than the orsl oTOixp ,04 or .1 ,C 5ii 
 the Liriaoln sohool. rhia dj^farenje had heen foiuid to 
 he ,10 or .4 -'^ In "favor of the oral Kro.'p in the origin- 
 al grouping given in table t-so, Thl3 lis th^ onl^ place 
 recorded in experiments one ar;d two vhere Ihe film ^roup 
 made a total average soore higher than, an oral or or-il- 
 fllra groap. (See page 4"^ .) 
 
 The difference in whe rranks of the oral and 
 oral-film groups qit tno linooln sohool should not he 
 minimised, Whether it was due to t « f'lotor of the 
 differencje in teaching ahility of the four teachers, 
 the Vrrlter does aot kno??, 06rt>iinl/ the (difference 
 in scores represents the effect of q f-'Ctor operating 
 other than the one measured. 
 
 A detailed examination of the roaponses made 
 by the pupils to the tost questions revealed oone in- 
 teresting facts. The work doi'a by the pupils in the 
 film grorps on the map work lacked the unity and ex- 
 actness evidenced in the other groups. 
 
"p. 
 
 Central School* May 23, 1921» 7 th and 8 th gf&dsso 
 
 •Sroup Suffiber Avrag e: SQar « <|u eaiiens } Ma.p saopg 
 
 I pupils i igane« j 
 1 f . seoi'tt i 
 
 Total ssoiCd 
 
 B dral 
 f ilra 1 21 
 
 A' oral i 21 
 C film ; 21 
 
 B OJ*al . 
 filffl : 22 
 
 A oral 
 
 C film 22 
 
 53«98 I ia«u 
 
 (5 4«04 j 9e71 
 
 54.10 9-19 i 1.' 
 
 MoD» I ttrsfag«~]~ MoDa 
 
 3»28 i4.92 I 1&A2 
 11.66 |4.32 I 21.37 
 
 5.47 i3«93 
 
 14.66 
 
 I 5.24 
 
 ! 5.SI 
 
 Lincoln School. Uay 24, 1921. 7t! and dth gradss. j 
 
 i ■ . ' ' ' 
 
 60*25 9,72 : 1.30 i 12*22. :3«61 j 21.94 ] 
 
 22 I 60.12 
 
 i 60,18 
 
 »99 
 
 9.13 I 1.26 
 10.63 I 1.37 
 
 11.04 13.36 
 
 20«.22 
 
 9«63 13.28 i 20.26 
 
 4,30 
 
 Table 3« The average scoi'tt laaia by sash greup in 
 experiment tvo after the groups had been paired to s&gut^ 
 groups equal in intelligense. 
 
I"-0 
 jr ; • - 
 
 I-'O 
 
52 
 
 In the two sahools fift^-one pupils resai- 
 ved pux^e tiln Inatruotion on th« ^renoh Explorations, 
 Nine Ox these paplls misplaced St. Louis or ]j«trr>it 
 or both, on thfcir saps, on© even going ao far as to 
 plaoo St. lo.Us near the 3t, lax^renco river, TTina of 
 tho papils in the tv/o gro ipi' v'Qre mixed in the ro;:>tes 
 the French follov-ed, even going so f^ir in tvso cases 
 aa to start one rout« re'ir the Radeon and i»e3 aware 
 rlvere. Three of the fifty-one pupils m^=de no 3Core 
 on the map v.ork at all, tv o tracsed the outliaes of 
 the jrreat Lakea on t,he Kimeo^raphed tsana to rspreaent 
 the routes ta:ken. The remainder of the fifty -one 
 pupils were oorrejt In their aup reaponaee as fo.r 
 aa they ^ent. The hi;^hest soore mnJe by any of the 
 fifty-one students who rs -eivea the film instruotlon 
 was seventeen out of a possible twenty-i'ivo. 
 
53 
 
 Forty-four pupils ia the two echools rooelTe<^ 
 orsl lOBtractioa coupled wl-^ the use of the ©lass-room 
 map. Of these i>upil8, iilae aisplaoef' 3t, loaie, the 
 greatest orror being the placeecat of St. Louia at the 
 present site of CleTelaad. others x>laeef5 the city ia 
 IlllnoiB but oa the IlliooiB rlTer. Soqa of the pupils 
 traced wrong routea, &a/? all of thea maCe poiate oa 
 their aep work, The hig leat ecox^e taa^e by aay pupil 
 of the orsl group© oa their loepe was 18 out of e poe- 
 Bible £5. 
 
 Fift^ -three p^^ila received oral plus film 
 iaetractioru Of these, three aieplscet' St. Louie, an^ 
 oae saieplaeef' both Detroit and St. Louie. Oae etu^eat 
 drew routes thst were wroa§. fhe higheat eeore ma^e 
 by ans of this group was £3 oat of the poeeible total 
 of g5. 
 
 This aoal^'sia in'5icate8 that the pure fila 
 iastn:^tioa failed to fix correctly in the inlaws of 
 the pupile the location of the verioue routes ana settle- 
 meats, me Might raise the qucsfrlca, le th!e a result 
 of poor atteation rforir^ the preeentatioa ot tte fila? 
 Joes the filra situation scatter the atteation of the 
 pupil* If so. IB this an inherent problem in fila ia- 
 
54 
 
 stractioa whieh auet lie £«olTe£ \^ asm doi^eee In the 
 
 preiseatation of a film which woal^ cell the atteaHoa 
 
 of the papil to the iaj^orteafc r^etaila preeeate^t Soae 
 
 AOMmar to these qaestlons tsay be found in the respoasee 
 
 to the quest ioae which were aeke*^ orrJLly at the conclu- 
 
 sioa of tte test period., Sheee Queetioae 
 
 «i»»*^ were enswerec^ ia v^ritiag in the epace left et 
 
 the hottoa of tlie .'aitaeogxephed Bheet. For the fila 
 
 groups the queetion wsb: 
 
 1, Whet He you learn from tiB eecon/* showing 
 of th9 film which you ^i^ not leeru the 
 first tiae? 
 
 Tweatj'-six pupile of the Ceritrjsl school re- 
 plied ia t^ following lasaner. ITwo B8i<t they learned 
 fflore about the lest part of the filis. ^txr sain it was 
 "har^ to get sll the firet time.'' fhree said they ''^i^ 
 not notice" certain thiage the first time. Dae aal*^ he 
 ^fi6 not watch close*' the firut tia^. Dae eai# the aec- 
 oa^. ehowing wes aot aeceeeaxy. Six sale! the secoaci 
 showing helper* thea to remeaber ^'etails. i^ight ee^i^ 
 *'thoy were ^bls to give more &tteatloa to details the 
 secoaci tisie* " 
 
 fwenty-five pupils st the Linieola school aa- 
 ewere^ the same questioa (followijag the test after the 
 
55 
 
 film plas film iastrtK»tioa} ia tfee following ajaanep, 
 Oad aai^ hd oolj? "^got sbout half the first timd**" ^ro 
 •aid the; ''hed isore time to weteh" the 89coi3£ time. Four 
 of the papils "aoYdd up eloeer to the fil®** in oy^ep to 
 r&&& tfa© eaall eub- titles the secoca time. I'hree S6i<». 
 they dida't g'et the "eaali print" tho first time. . Four 
 e6i<f: "jiothif^ irae aedo plKioor" ^9 seeoad tiao. Oaa 
 eai^ "that h© sew places h© sklpi©^ t; »«f^iag it tht 
 Boooael tine* " !Po«i of the pupils reported thet they 
 were able to resieiabor the f^eteile better the eecoad 
 tine* 
 
 fhe TesQOBm to this queetion ehovt that the 
 l^opils oTif^eatly ^0 not gi^e lOQp etteatloa to the 
 Bhowifl^ of 8 fila, that eoae fievlce to center their 
 atteatioa on the importeat facts is aeec'e^, thst the 
 print Buet be large eaouph to be ree^ st the f&rthe^t 
 eoraer ©f the OT(^in&rs elass-rooa, boB tii«t the film 
 ia ootttiauouB preeeatstiofl chaagee to a a&n eoeiw be- 
 fore the pupils have the chaaee to grasp ell ia the 
 oae eceae before thesu 
 
fable %% ®*** Responses to ffU®etioa 1. 
 
 What 6 Id you iesr .i from the ^eeom' eh owl i^ of the fil^ 
 which you eie Qot leero the flret tiaeV 
 
 56 
 
 Fills groupe ( eatrsl ead Haeola schools. 51 pttpiis. 
 
 ;Jami>er of puijiit 
 Keepoaee :@&kia0 responae 
 
 I 
 
 h.av6 to get six first tiae 
 
 b 
 
 lie's aot notice firjt tiiaa 
 
 3 
 
 3i<? not CO nee litre te flrr.t tiaae 
 
 1 
 
 Uc> fiot watch close first tiiaa 
 
 : 1 
 
 Sew places akipi-ed first tia^ 
 
 i 
 
 Able to give 3iore sttentloa to f'etfills 
 th» B&eond time, : 
 
 10 
 
 .Sacoa^ tiam helper* to reaioiaber «^et&il8 j 
 
 16 
 
 li<^ not get cfflsll rint ia fila at first 
 
 3 
 
 MOTec! up closer the secoafi time 
 
 4 
 
 I'Jothia^ maf^e plainer hv sec oar- ehowiag 
 
 £• 
 
 }i^ not afMiwer ouat ttoa 
 
 g 
 
57 
 
 5Kfe# gioaps which rseelved oral followed 
 
 hy film liietra^tida were sskeir! tho following qaer^tioas; 
 
 1. v.hst &i6 you leara from the film that yoa 
 <?i« not lea ra from tiie teaeherv 
 
 E, What ^i6 you leara froa the tocher that 
 yo^, 6ie aot learn from tte film'r 
 
 «.8 in the C889 ^f the queetion aekefl the fil® groups , 
 the rasponeee were recor^e^ et the iwttora of the pu- 
 pil*© sjlaeogrEphe^T test sheet, ffee respoiisee are tabu- 
 lated by BchoolB (oae gioap in eaoh eohool) e.a^ by 
 qaeetioa ia the followirs^ teble* aq eK&sainetion of 
 thie table shows that the aioilng WboJc 11 ae («airaated) 
 flsa^e a deep iaix>^9&8loa oa tl:» papilB. However, thie 
 ^id not eerve to ai«^ thea la the eort of thing called 
 for in the tet^t» elnca these pupils were uaable to re- 
 pro^ ooe the "»0Tiag bla«*k line-' as accurately as thoee 
 who renelv©*^ the oral or oral- fl la laetructloa. Further 
 light on this prohleia ssay be foa^i^ in the reepOiisee to 
 question 2 where 10 of the £3 pupils thought the routee 
 wore iBftd© aaore clear hy tho tescher because sh e tallte^ 
 while DOintlm to the fsag* ■ Oae pupil thot the flla was 
 caor® interftFiting* One thot it wes "oaaler to see than 
 to listen on a hot ^®y# '^ ^hree papile ealt' the fllsa 
 was too fast in cosaparisoa to the teacher, ;Jight thot 
 the teacher m&Se l&e j»ortagee, more clear i^ecauae 
 
58 
 
 8he tol<^ ineifieats eoaneoted with the ©torj^ eat5 reaeona 
 for aoklng the portagee. Other aaswere of saiaor iaterast 
 ware glTea which are i"«eorr?9a In the table. 
 
 ThQ8<i 6as!wer8 are the o^Aaioa of tho subjaote 
 InTOlvefl la ti © sxperlmentt, an<' are tiierefore opea to 
 soise gueetioa ae to their reliability. HoweTer, the re- 
 spooeee were all wrlttea dowa b;^ the paplla theaeelvefi 
 iffliBe^lately following the e3?perlmeat itself, They at 
 least furnish aoeae Talu&ble lee^e for futare experlaieate 
 ooatrollef^ la euch a feshioa that the pTObletae raieecs 
 caa be solTe^ la a ecieatiflc maaaer. 
 
59 
 
 ^ble 6- 1*^ "aspoosee of pupils to 
 
 ^aestloa i> s/hat ^Id ;?0U ie&rn fros the film that 
 jou did aot leara froa the teacher? 
 
 C^llh^ SCBOvL 
 
 : ^.IXOLJI SCHOO: 
 
 iiespotiBS 
 
 iloviiig t)lsck liVis 
 osde routes tiiore 
 plala 
 
 Jo. pupils 
 Maklf^ reepoaee 
 
 Sesponee 
 
 MOTlog black line 
 isade roiitsr siore 
 pXai a 
 
 JO. puvile 
 |8M^__res£onej 
 
 loutes were aac^e 
 iBore plali by 
 film 
 
 koutas were saafle 
 sore plaiii b;- 
 film 
 
 film v?aB aore 
 deflalte 
 
 film more iiit'srsf^-t 
 lag sac? gjstluct 
 
 ■dftgara map aore 
 clear 
 
 Great 'afces aore 
 ciser 
 
 portages and trsva; 
 more clasr 
 
 Soea aore plalalv 
 amouat of gxouflc; 
 ooverefi 
 
 port'^g^ 
 clsar 
 
 lAore 
 
 ClsRr at first 
 later routes were 
 al3:e<^ up 
 
 ^e where trips 
 are made after 
 6oae 
 
 Keanei^;la c 
 clear 
 
 i^tor^- easier to 
 see thaa to listen 
 to oa hot ^ag 
 §€Lif^Q SB Bee'log it' 
 
 lore 
 
 iiowe*^ 8l«?e o^ 
 leke thej trev- 
 '^led oa 
 
 ?lo tares of port 
 ftges & place of 
 
 ;;ortage matfe ^;.ort-; 
 sgeB more alear 
 
 i so ariswcr to 
 
 <l'^eLtioa oag« ) 
 
 H'^ r ■■: sh 1 p e 'laa re 
 clear br film 
 
 both clear 
 
 .iothii:jg aae© aore 
 olear by the 
 fila 
 
60 
 
 'ia«etloa £. ^IvssX f i s ;^oa Aot.ra fro® the ttaehsr tfest 
 ^sa cie iiot Isara fsou the flLsir 
 
 i2ii.iL scaooi 
 
 umoM^mmmL 
 
 S«e:.oas9 
 
 H I 11 ■ ■ !■ ■ * ! 
 
 13, pupils 
 
 ieepooss 
 
 Blm ir-^if^^^ to £iSm 
 
 
 3 3a^;a 
 
 ^ aciisr 'Wait BioW 
 t^phssiie*?: routes 
 
 g o f?o fset 
 
 .. i'Li -^SiS "too ineit 
 to k^oj; vour 
 ai=i<^ oil st"?r^ 
 
 i 1 
 
 tLoroaeh 
 
 •^'it^ thl.ig nK5f;«i ; 
 
 03rtag«s aa<^ ami? 
 toaoh^y ^aoafis« of: 
 
 Xci 'oot aaewer 
 
 f^ocfcsr oost 
 
 11 
 
 
 (Slesr ^j- t#&oJ^9r 
 
 parts of fl l3 
 
 
 ia?«- 
 
 X -,. 
 
 Jo a!igw<?r 
 
61 
 
 CHAPSISH HI 
 ^3Q)9rlmeat 3. 
 
 PROBLEM. Vleusl aids are not limited alone 
 to the chart, diagram or moving picture. The teaching 
 value of still pictures, stereograph, and stereoptieaa 
 elides must he investigated also, j^&periment three 
 was an attempt to compare the efficiency of the film 
 in teaching the information contained in a unit of 
 natural history, with (1), a stereopticsn lecture, aaB 
 (2), an oral presentation illuetreted bj two still pic- 
 tures and two blackboard sketches. 
 
 rJBSCRIPTIOH OF TBiS SXPBEIIvISDJT. (1) 3ub.1ect£ 
 
 The three groups in the Central and T.lnooln schools, 
 iiJvanstoa, Illinois, which were used in experiment two 
 made up the personnel of the three groups used in ex- 
 periment three. The pupils in these groups were from 
 the seventh and el^th grades and were selected on a 
 baslf; of the Chapman Intelligence examination. (fc5ee 
 page ?^ . ) 
 
 The method of instruction received ey eaoh 
 of the three groups in experiment three was changed 
 from that in ei^ueriment two. 
 
62 
 
 ^^J "^ordQ* th9 film as©a in «3Ep«rJRi«mt thresa 
 was ""ThQ Ufa History of th® ^narab MttQvn^,^ pro=1u3®a 
 b^ the aoalet^ for fisaal .EaaaatiOB, tnoorporatsa* Thi© 
 flla rsprsaanted an Sfitirsl^' Jiff ©rent t^fpo frtm "Freaah 
 ikplojpatScms In Worth Aaeriaa," aad vaa oot^sidl^rad t>^ th« 
 303i9t4? for nsual '^uoatlon to be ^r.e of Its best films* 
 The time inrolred in shO'#iri@ th« film wis twelve saSsutea, 
 
 The oral Instrastion &M @tar«opti3&n l«atap9 
 fallo»S(3 t1i« outline of tha fliis as olos«l^ ao posalbls. 
 
 (^l The pr038nV;t!ori of the tool3> Ih© teaoh^ro 
 9©loat9d for sh® oral preaontatl >na ©er© sltr«ja th«lr 
 Inatraations Ir oonf^roiisa two days b©for« th« 0xp«pir;«nt 
 ®®8 oarrlea oat. At the samd tinwi the^* »«?■« 8ho^%n tha 
 film in. ot&9T to asaiire thmi of faisillurity with th® subjeot 
 ajatt«r of th® filra* The first Mlf of the »xporl3>8iat was 
 aoii4aot«a iit th« General Sehool Hajr 30» 19S1, fhs e»ooDd 
 f»lf was oarrlea out at th« Ilnaoln Soljool the following 
 

63 
 
 On mw 30 at diiA-tJilrt? ?*2I* th« Osntiral Ssliool 
 paplle ware notified liy smpeirintendeat Walker to fom 
 groups A, B, ftQd 8. ^oh group reoeived the following 
 iz^t ructions from tlwir teaohers, with the exoeption of 
 group A* 
 
 "^fo-^sj^ fon will learn soisethiBg of the 
 
 Life Hiator^ of the hioiirach Butterfly. Ifou 
 SiUBt pay striot attention to e^a^yUilr^ you 
 see or hear heoaase you will all he gi^en 
 a test to find out what yoa have learned about 
 the life History of the Monarsh Butterfly* ** 
 
 Sroup 0« The oral inttruotion of group C 
 follC8?ed iBsaediately* fhe teaoher followed the outliiie 
 given below illustrating the topio with two ploturos, 
 one of the monaroh the other of the larva, taken from 
 the hook entitled, '^Ways of the Six»fo«ted'', pages 4S 
 and 50. 3he also dren ploturea of the chrysalis and 
 spioules enlarged on the hoard to iUaatmte that phase 
 of the topio « 
 
 $he History of the lonaroh Butterfljy 
 
 fei^aps no butterfly haa bean better na^sied 
 than the ISai^roh, for it flies fearlessly and 
 leisurely about, confident that there in none to 
 dispjte its right. It is free fross the attaok 
 of birds, beoause it is distasteful to them, and its 
 bright oolors proclaim that here is an ineeot to 
 
 X* lam& Botsford O^Bistook, ways of the 3ix-fo0ted« 
 Qiim and Company • Boston: 1903. fp. 48 &:i& &0* 
 
64 
 
 h9 l«ft sl9ii«» becai^e of its bittar teete. 
 
 Th& ftrsRle ^epoalts he? ®@g8 oa th© 
 milkw#d«i, xhee© egge hstch Into oat^rpillsrs 
 or larra which hsTe foiir fealere, tro &t ©BOh 
 ea^ of the bo<^j'« fhe ^^ilkwe c* l«©ires faroleh 
 foo^ &s%S eli©it«r to ias# laiTTB, ish&a the larve 
 or cfjt#r|3ill8r Is tall growa it i» eboat two 
 iftcfe98 losig stK^ eplAS s gsaXI ailk aattotw ihis 
 button is loeate?^ so that the Imrfm c&a iieog 
 b^ !t0 tail froia the l<«.f after It hee fagtea©# 
 th« silk button to th© leaf. After baagiog 
 6aY«ral hours tfee feelers at each ea^ of the 
 larra BhTi-99l up aac* anif 0{:» whJt© ©trip© ie 
 left ia the colorlae of its ©kiau 
 
 .low it is ree^^ to SJsec its ski a. ^iiait 
 it irri^l«8 an^ cigglos af^ woi^e its legg 
 looa© iasif;© of ta^e oi<^ skia. thmi. the Qlc 
 eJ?in btirett; ant* tl» 3?<rTR sror^-B loose flnelaj-- 
 gettiug the ^i.i cleer oi'f fei wiggliiig ead 
 ki^^kiog »a<? poiBM^ 4te «m? ©at* 
 
 Sbe icrvK ^ergas fros tbe ol<* ekla &e e 
 ^aatiful i'&ie greea chr;e&Ia4* shorter thea 
 tlie lerva, sac? at fl^t al^t e««alfigly with- 
 out hQs^ or lia&8, Sfc© chr^fSelie ie gaooth, 
 roufife*^ et ori« ea^. aao t£^;« ir^ st tfc© oth^r 
 extreiaits?. Ofi cloee esaaii^tioa* however, 
 there me^ be foaa^ trgteeg of s hfta*'^ tea^ae, 
 fiatsaaee or feslere, winge, eec legfc closely 
 irsegfi^ t« th9 bor^j' irmi^e tim ©kla of the 
 or^s&lia» 
 
 ^a ohs;^eali8 «^aiAe et reet, tekiog go 
 foof?, aatll two ^%B liaTe i^&seei'. fhea it 
 tux^ie brown anr siraile, buretiar its ekia 
 0¥er tise baek an*? fros tfce opeairig the hesc^, 
 «*od^% &a^ wio^s of the a^» Moi^reh batter- 
 fly gpria^t 
 
 ) x'fce butterfly i8 Tar^- ^cist aa<^ w«afe at 
 firet. Ite ^ime er« eaall e«u^ eferlT^l^^. 
 Sooa the butterfly elisbe ts & leef to rest 
 arh#r# tfe# ^asp »*x%e expesi^ «ke^ (fifj!. 
 
65 
 
 hft^ie eeversl hoars of ©Keis?ieJa{? bs^- 
 
 Iseve the leaf eftf^ 1^^ awa^ iato its first 
 &rlTeat ar« Risong Its fallows* 
 
 fhe Bml9 jsoa&rch butterflj? f^iffere frosB 
 the f©i^l9 la ItB a&rklage s^lal;^ bv ths email 
 g€!9iit epot st the tip of itf? wiagt:^. this 
 »ce£it epot la afi»<* to attreet tfc© feasale, 
 
 fh« Moaa3?&h feutterflj' like other tetter- 
 
 n.i9S hge Its wiage f-DT0ro<^ ^th email eeales 
 wh.iPh OTarlep each other life® the pceles of 
 fiBh©ff» to th© €>^o thefe eoalef' aupasr &a e 
 bowf^s?, but ari<^©r tJi© sierogcope era efco^n 
 "to bs 8he|^''* eoae thing like a er>^lr* of cora, 
 80^ flet. • 
 
 Qroap 3 i>asse^ to tfe© hall-wa^ feeio«, wMcfe 
 ha* b«ea ^^arkOii&f^ , aar? rocel¥«<^ the j r^EsntsutlOfl of the 
 eter^Dptlcsa l6iefar»» fhe lacturor follower" tfj© out- 
 liao ehowa oa j^age; (» 2 . aakliig rofereaee to the 
 ellf^og h^ poiii^lflg to Tarioas i-ortlooe of tfce picture 
 thrown oa the eeresei. 
 
 fhe elii^-OB ue#(§ ir»re al^t la r^tmber wteicfe 
 i^apliosteS tfeo flla voys? oXoeal;^. She ©lideg wer© loei3»« 
 to the writer by !£?• WHger of the Scfeool of SS^etioa* 
 Jolvoreltj? of Chlcego, aa<^ illiietr&telt the eoaplete cj'~ 
 cle of the life history' of tfee Moaa^sfe bittterfli'. 
 
 The preEentstiOfi of ^e ©tereoptlean leetar-e 
 st the c^fltrel aohool w^e iaterrapto^ ^j- pe rente who 
 m&T<& ^8 J ting the eohool thet aftereooa. I'hej c-s^e ia 
 
66 
 
 th© halJ chatting &^ ttaklng so tfeat the gronp^B 
 sttfiation «»g vjeifal^ «?ti5turb««* fhie wa« anfojv 
 ttt»&t«, ftfi^ the reeulte of group B'e perforaaRiiBCse la 
 th© teft rafloctp this feotor. 
 
 AS soon a« th« tw^lvs airiat© i©ctyar» w»b 
 finisha'?, the chll^lren retaraef! to trielr rooin aai? took 
 tfee aisaogrsiplie^ test. 
 
 Si^up A ran^ive*^ tss&lT© ainutsfd of instrue- 
 tloa on th© "ife Hketors of the Mori&rfih buttarfl^ thru 
 oue #iowifi|r of the film b^' that title. They follow©*^ 
 e?Ottp B to th« hall «af' receire*? their ine tract! oris 
 thare bafore eaciag th« film, fho prof^eatatlon of th© 
 filai 1*1^ i^t seat wilti the eeae i^ieturfesnce rlotec? dar- 
 ififp the etereoptlcan ieoture. 
 
 ibB outliae of the film bv osjE-tiotia is 
 
 ae folloi?8. 
 
O.K.Jietz 
 3JH00I FIIM3 i5d, by O.J. P. 
 
 Oot, £9,19^0 
 The Life History of tha l.'lonaroh 
 
 Butterfly 
 
 Fabllshed hy Society for Visual 
 Sduoation, Ino. GhiQago 
 
 Tho otjeot of this picture is to familiarize the pupil v;lth 
 the life proaassas of roai.y "buttorflios in f^oneral, and of this 
 one in purti'ijular, and to sho" ho-^ even suoh a einplo forrr of 
 animal life inaut adapt itself to environment in ordar thut it 
 may survive. 
 
 (The illustrations inaerted under ea^h oaption 
 are copied dlroot from tho film and illustrate 
 that phase of the story* ) 
 
 Outline of oontents 
 (Titles underlined) 
 
 Picture of the milkweed plant is sho"n 
 
 The Monarch larva gets its shelter and food from tho ooninpn 
 rnilkiweed 
 
 Pioture of larva on leaf and larva eating. 
 
 67 
 
 I..rva on loaf. 
 This picture was 
 jxarallolGd rith a slide. 
 
 Larva e'-itirij-: 
 
 It has sensitive "feelers" at each end 
 
 Picture showing sense organs 
 
 Whon full f^rovvn. the larva spins a silk button frog which to 
 hang by its tail 
 
 Pioture sho^Tlng larva spinning pad, turnan,-: -.in 
 fastening tail, letting go leaf.,: 
 
68 
 
 Larva letting go leaf 
 
 Aft or hanging seyoral hours one v?hlte stripe renuins. and 
 the •ctntemiae surivel 
 
 White stripe and shrivelled antonn'^e pointed out 
 
 Next, it worka its legs loose inside the old skin 
 
 Legs being worked loose 
 
 Then the larva "bursts its old skin and v/orks it off, emerging 
 as a beautiful pale >?reon ohrjsaljs 
 
 Larva ssells and skin splits. 
 ShedcUng of the skin. 
 3hr/sulis shaping itself. 
 
 Larva swells ani 
 skin splits* 
 Paralleled ty slide 
 
 si. in 
 
 The jlu-ysajia 
 Paralleled b,y ylide 
 
 The larva's bright ring has beoorrie a "band of nol'^en snote on 
 the ohrysfilis " ~~ 
 
 Same indioatod h^ pointer 
 Wings tightly folded in the ohr.7sali.8 
 
 Shape of ring shows thru side of chrysalis 
 Legs, antenn^.e and probosls are folded between the vln'^e 
 
 The position of those is seen in outline 
 The per"eot -jhrysalis 
 
 Same (See illustration above) 
 
 Tho ohrysalis turns brovn ---s the outPlnGS of the butterfly 
 beoorne visibl e 
 
 Bro^vn ahrysaJle 
 
69 
 
 The butterfily tireaks oat of the 3hry3-.i.lis but la vory weak at 
 first 
 
 Bursting chrjrsalis 
 flinging to enpty shell 
 
 (IIotG tho shape and aotion of feet, ■:-nr'< lo.^s) 
 
 Burst i Hi; chr,y skills 
 
 This ivas jKirallQlod in tho 
 
 si 1 d 
 
 Clin?:in{^ to ©r.ptjT 
 shell - 
 
 After a fg\7 r?lnutos rest the hutterflj allmbs to a leaf vhore 
 the damp orurnoled ~in.;s expand and dry 
 
 Butterfly ooen olin.^ing to leaf; win.^s 
 appeir oranplod; vdn.^s aaon oxpunaing, 
 (See illustration above) 
 
 3tren?;th to fl:y Gomea thru several hourj exorolse 
 
 Bxerolsing '^inr^s 
 
 The per eot male and fervAlo 
 
 SarBO 
 The T?va.le*s soent spot 1^ the ssaln cjlstln^uiahlnp; mark 
 
 Sara© 
 Ifegnifiod seotlon of ring shoving splcalos 
 
 Saiae 
 Sploa-le hip.hly niagnifiad 
 
 Same 
 
70 
 
 THB 'i\3S2S. iK&nef'iate];^ following each 
 
 preBsotatlon the groups were tested by a jalmeo?rraphet? 
 Bet of questions. These queetione were designed to 
 briag out the story of the life history of the Monarch 
 butterfly in. each of itB phases. Cuestions 7&15 called 
 for either a descriptive account or dnmicig to illus- 
 trate the object unffer oorisi deration. The correct answers 
 to till the questions were set flown anc' the papers were 
 scored according to these answers by the writer. A 
 copy of the test and key of correct answers used in 
 scoring the papers follow. 
 
71 
 
 1. What in » Inms^ 
 
 2. V;}i0r© ('oee th-^ ao;mrcb lerTr- get ite foorV 
 
 3. The four fe^lsra of the lerra ere locates 
 
 4* '?h«A full ffrown the ler^f^ hy^nm'h;^ Itf t«J 1 frora s "iS-sf, 
 ■:ow <^o«B It f'o thlB'r_^___ 
 
 After hs^iging- egveral hc»U2^^ hf ita t»5.I what hispi-QOE to the 
 ffiQiera aar* whlta etrluae of the larVR': 
 
 6. Toll what havi;:©;iS next tc the :firTB. 
 
 V. eenribe or frnf? a -icture of a chr^salie 
 
 uie e*-:!.! of tho Phr;j'Ball8 i.s t?'anBpar©at« t;'hst Cf-.n i'OU 
 
 r^e i aside of it': 
 
 9. Toll what ha; •-■Qi-is :if?xt to tii© chr^B-'l^: 
 
 10, vi.j? f?oee th© batterfl, r-Jjrato iv oa a le^f tc* reet flft^r what 
 
 11. aow long mast th® butternj- valt uefor'j 1 1 ii? ? bie to ilj? 
 1^. ?',hat '-■OS® It 1^0 while ^^iiXiiw': 
 
 ... . aat '"IstJiig-ulPhea th® :-m:.6 aonerefe frcj^ the fasafcl©: 
 14. ,}i.?3t c.OT@rg th® wii^ of tfe® butteirfl;^; 
 
72 
 
 15. ^raw 9 cict'iro to Shew whet thle lookB llko ttn<»ey 
 the talc rose op©, 
 
 16. IB there aai?thlcg efeottt the Bt.r^ of the pion&reh butter- 
 fly th«--t ^ou ^""o aot ni\(^en-%Hnf . f.hj'': _ 
 
(x; 
 
 10. 
 
 (i) 
 
 .11. 
 
 (I) 
 
 If. 
 
 Hi 
 
 i.>. 
 
 (1) 
 
 34. 
 
 Correct aaewars to ueetlons Iri topt for 
 QXu arimeat thre e. 
 
 Oae point for ©ach aaswer correct. 
 
 1. Ihe wore heteh©^ froa tb© ©gg of the aoaercii butter- 
 fl;^. or iSiie firet KtBge of the monarch butterfly* 
 ln&n^ of tha tja.L.lls aalf- it wss "a large wora". 
 This easier v?^e aot eeee:)t«^» ) 
 
 P. Prota the ejiDose©*', 
 
 3, i^o at each aa** of the bo^^- of th« Igrra. 
 
 4. i5^' spltmirig^ a silk button on the lee-f sa^ fastoaing 
 Iteeif to it, 
 
 I, The;^^ shrivel up an* ^laeppe&r all but o;,ie id^ite 
 stripe. 
 
 6. It er;llt«5 ite ski.'i en<^ th« chryeslie comet; out* 
 
 7, r. ohryselie ia the ©ooonf? ct<^« of thf» '^^TeJOi rsent 
 of the aormreh butterfly. It is ^.ear rhape^'. or 
 
 » '^ate.iiia©, vioge tigfctlj' fol<*er" together. 
 
 9. jt turus urovva, Si.lit;^ ite akia, aac the tautterfl; 
 breakf. oat of the ohrj'Bnlls. (one pojnt for each 
 0t©p given correotl;^'. ; 
 
 xo <^ry it« ■p.laf^ - 
 
 -:eV0rfil hcura. 
 
 .xerciaeB Jta wlrjf^ . 
 
 ;lmaXl scent spot oa tip of wii-jg. 
 
 St: 3 oilier or ecsles. 
 
74 
 
 <^ 
 
 (1) 16. C\ ^ccfhj - ex. d^ 0^ -^ ^*-^ 
 
 16. (The i-ur,.08e of question 16 was to furnish furthor 
 leacie for future experimeats. ) 
 
 (17) Total po8sibl9 scor©. Ta get tb© "aco?©" add ut- the jointis 
 asade en «tioh 9V»8tloii« 
 
75 
 
 THS H^ULTS. After the soor^ were tabulated 
 ^e aire rage and soedi^i score for each group w^ 
 computed and recorded in the following table* 
 
7(> 
 
 central . 
 
 School 
 
 
 
 
 
 
 Group 
 
 : pupils 
 
 DotPl averaee 
 : score 
 
 Moan 
 3 ev.Vs 
 
 'intolll 
 
 re nee Pcore 
 
 ' iiedian 
 
 Oral C 
 
 26 
 
 ir. ;'4 
 
 : f>.ll' 
 
 : 51.44 
 
 : 13.00 
 
 Stereo. S 
 
 n 
 
 i:^.i9 
 
 1.48 
 
 
 5S.74 
 
 : 14. r5 
 
 film a' 
 
 P.l ' 
 
 10.47 
 
 l.rt8< 
 
 
 53.90 
 
 14. IF 
 
 Llaooln School 
 
 Sroup 
 
 10, '. 
 : pupils 
 
 i^core 
 
 JO via: 
 
 Int 
 
 'lAl^eciCo loore 
 
 Mo(?lftn 
 
 Oral G 
 
 : 26 
 
 14.30 
 
 1.44! 
 
 
 6?. 30 
 
 ItS.PO 
 
 storeo.A 
 
 £1 
 
 ! 13.85 
 
 i.ri: 
 
 
 58. £7 
 
 14.75 
 
 Pilm 5' 
 
 J>7 
 
 1. .v37 
 
 ! l.ltt: 
 
 
 ^^4.59 : 14, Rl 
 
 Xablo V. Th,Q ret alts of ex- 
 
 perlaieat three with the film "IThe r.lfe Hiator^' of 
 the iioiiarch jutt-^rfli '' oaaf'ucted at :vti.'u tozi. 
 
77 
 
 An •aaRBlBfttioii of tho fi^ax^B la the t&bi« abeit« 
 
 shows thftt the film group in ths coBtjMl sohool b»&s 
 
 ali^tly the beet seore of the three gxoupB, heing .28 
 
 poiBta or 2«X peroent above the average of the elide 
 
 group and 1«13 poiftte or 9.1 peroent above the average 
 
 of the oral group. I^wever, if the aedlan aeoree are 
 
 eoaq^red, o&e flMs that the allde group la ,13 pointe or 
 
 •9 peroeAt above the flln group which is in tman 1«1E 
 
 polata or 9*6 peroent above the oral group, fheae figures 
 
 are not so aignifioant beoauee the reliability of the 
 
 aoore Bade by the elide group tu^ be hrou^t into question* 
 
 Puring the preaentation of the atereoptiean leoture there 
 
 was oonaiderable oonfueion in the hall where the experi- 
 
 Kenta irare bein^ aon^vtstod. Visitors at the school dia* 
 
 turbed the ohildren to the extent that seventeen of the 
 
 twenty seven pUt lie in the slide group f?rote on their 
 
 papera that tliey eould not hft&r all that wae ssid on 
 
 aecount of the noise in the hall« Xhia 8tat@r.ent was 
 
 made in reeponaa to the question, **Was there anything 
 
 about the story of %lva Life Histoiry of the Monaroh Butter* 
 
 f3y that you did not understand'*? 
 
 t^e differenee between the se^ra oade by the oral 
 
 group and the film group is in i^rt offset in view of tim 
 
 differenee in inteiligenSe ®* *• ® ^'""^ groups. However, 
 a difference of 1«16 points or 9*1 peroent advantage for 
 
 tkm fila group is aignifleaat in view of the fsot that 
 
78 
 
 seTanteen pdintB was the hlg^at possible eoore %h&% 
 cotild be sade ia the test* 
 
 iThe resuXtein tne X4.aooIn school do not okeek 
 with the reeoite obtained at the Central sehool* i*hreo 
 faetors may explain this disorepaney* First, no ooafcui* 
 ion was present daring the etersoptioaa leoture at the 
 Lincoln school as at the C«Btral school. aooooA, differ- 
 ent teachers taught the oral groups, 2hird, the rank order 
 of the three groups by aTsrage inteXligenoe scojre in the 
 ttpo schools ^me not the sane* 
 
 By average eoore the oral group was sui^erlor to 
 the slide group •45 points or 3* a pereeat which in t«r& 
 ■ade a better score than the film group by •48 points or 
 3.5 percent^ By aedain sooree the oral group was first, 
 the slide seeosut, end the film third.by tatiikm lowever, 
 by STerage intelligence scores the filjsi group ranked first, 
 the ox«.l ssoond, and the slide third with a difference of 
 6»(& points between the film and slide groups. In view 
 of this difference in the average inteHigenee aopres 
 of the three groups, the superiority of the oral and slide 
 groups is ffiore marked^ 
 
 In order to equalise the groups in e:Kperim@nt three, 
 the prooedure of amtehing the intelllgeooe scores of the 
 pujpils in the smallest group with tnose in the larger 
 groups was earried out the saae as in experitent 
 
i 
 
79 
 
 Ucoretu of pupils in the Ibx^bt groops f^biob 
 vere not v»bA la this equalieii^ process were 
 
 thiH)wn oat. 'rhie gaira three groaips equal in 
 auaiber and approximately equal is iateliig^nee* 
 Tim scores made t^ the pistils in the "Butterfly 
 test were then tabia&ted and ne? totals, STeroges 
 and medians mere ooie^uted with the result shoim 
 in table eight* 
 
80 
 
 ©atrial ::'oho(>l 
 
 Group 
 
 
 rot 1 aye re ire 
 
 Mefii&n- 
 
 f.Terftg'® 
 
 
 •ml ( 
 
 : /n 
 
 
 !£♦>•>? 
 
 63. 95 
 
 ticao i 
 
 HI 
 
 . .lo« 14 
 
 14.49 
 
 62. 36 
 
 
 ill::. A 
 
 p.l 
 
 1/-.47 
 
 i«i» 1/: 
 
 5.:-, 90 
 
 
 ' ixo.ola S<'-hool 
 
 
 
 
 JVtKl • 
 
 20 
 
 14. 65 
 
 15. 00 
 
 oO. 60 
 
 
 tieari 
 
 r^O 
 
 1^>90 
 
 15. 
 
 ao.r^s 
 
 Fll,-^ -^ 
 
 ?0 
 
 -i-.55 
 
 14. '^0 
 
 60. 65 
 
 ::-5jl9 9. .©suit of e ualj5iifig the 
 groupa aiS to a^Rb^^r AUt sTera^o irit-^llig^ice 
 
81 
 
 A coapflrisoa of tsoles 7 ? 'W' 8 shows t}i?jt 
 thf> rolatioasM, la teras of xtiok «>etwee/i the scores 
 ma(*8 \i'^ the three groups in the CeritreX Bchocl TeA&iaB 
 the t^aae. X^ ths ~.inPOiri eehool th& roiatioaship ia 
 tarae of rsak of the three grouse by averages Is the 
 Baae, but the oral &a^ storeoptican groups are ti9(^ .ylth 
 ?'. me(?laa of 15.00 for I'aAk one. Tite results of this ex- 
 periment ore either bo aoiitrr.^ioto rj* la tte two echoole 
 or no close together thi-t the moyt sigalfioa.'it f?.rt seems 
 to be that th^ rtereoptlcaa group as f-e a slig-itlv higher 
 mer'ian B<^ore than the film group la b^th eehools- This 
 fliffereace in fsivor of the eteraoptlCBa group atlght have 
 been more aariier' la the ( e^trc-l scliocl hafi the gtereop- 
 ticaa lecture gono thru unf'lsturbeo. 
 
82 
 
 cm^fsa XT 
 
 mOBLMm '£h9 ^terials of risnstl iostraotion 
 should not only bo ooQpared to doto^stine the relatiro 
 raluo of e»oh to tho tosohor bat ooQbimticne of theso 
 Btaterlale should alBo be ooapared under laboratory oob- 
 ditiozis* 
 
 S:q9erir3ent four repre3ent0 an attes^t to o(Xfi-> 
 imre the effioioBcy of thre«i fores of presentation in 
 tettBSfflitting to poiila the inforaatlon oontainod In a 
 •eleolwd unit of eubjeot matter* .^eee fonae of prQ" 
 eentation vero flret, the cBoring picture fila, second the 
 stereoptiea^ elide in oombination with Ihe moTing picture 
 fills and third the i^ring picture in combination with 
 mstorial f^ad to the pupils. 
 
 mniBunon m fas ML^mmwn. U) aubdeota« 
 
 fhe three groups of puj^ile in the Central and Lincoln 
 sehoola, t^tanaton, XJblinois whieh were used in experi- 
 sents tmo and three acted aa enbjeots in ez.perim&Oi% four* 
 Sheae one hundred and alxty ps^ila of the eeventh and 
 eighth grades iwre arranged in comparable groups on a 
 baaie of their seoree laade in the Cl^psaa Intelligenee 
 
83 
 
 iSKaain'itioG, f aoo pagas?'^+4^i lh.0 setliod of instniotlon 
 r©e®ivo«3 hy oaali of. tho throe groups wag ofeajaged fxom that 
 In as-pi? rl"^ont- t^o. 
 
 ^^^ l2£l2.» Another lilatory film !?.'as s@l©at- 
 od for 9rp<=iri-Ti3nt four eutiUrjd. , "flia ^tmrnr^ Oanal andl 
 T&3 jflat^rloal Slgnifiounae^'* prodiiiaad "by tho Sosiaty for 
 Tlsual Sdnaatlon, Inoorpor?it,^d, 'Pha film i*-aa aaenla la 
 aavire oontalning f^w action pi stur-gs. 4 n.mhfjr of imps 
 W'^^ra slio?»!i with atib-tltliis -to indiaaio the loaatioa of 
 thji? 3 -.nal --.fil othfj-r ito.?a8 v^f Inforasatlon. Tho oatliae 
 of ths» fila lA:51<3at«83 thfli a'Ji"b,?act uKitt^i" presi'Jntsd X}$ ths 
 
 Iri ordyy to Aaolioata tba filra with a storeo- 
 pticac lootur^ tha s*rlt'?r raiitea ts'enty-fiv© slidQs from,, 
 fha Molntosh Sitae Qorapany looated at 30 Haadolph Streot, 
 0hia:--3O, Illlrsois. Ihes« alidsks -^(-ive aalaated m-ith grsat 
 oar.3 o-it of threa h.aii^Irai or irore ai^.ios for the pur.r'Ose 
 of duplioatlQg as ciosalj? a a poasibls tlio aifforent pi 
 of tJifif topia iUastrtjted by the .film, 
 
 The printed njsttar Hhioft v^'&s read to th© 
 pupils in the oful-fiiKS ejroupa was aE essa^ on the toplo 
 sant v;ii.>:, tho film "b^ tha Soelat^^ for Visual MvLQfktlQn*' 
 
84 
 
 (3) The preser.tatlon of %he topic . The 
 teaohera who vera to t.ike oart in experlfnent four re- 
 .;«lvecl their instruotlonr* in confsrenae v?lth the ^rit-ir 
 throe days "before the expsrisent was oonauoted it the 
 Osntrul 3ohool June 3, 1921 • At the s\nie oonference 
 they "-are ahown the illm in order to give them famili- 
 arity with the asibjeot aattar proBented therein. 
 
 On June third the Central sohool capils in 
 groups A, 3, %nd were assembled in their respeotive 
 class rooms it one-thirty ?• M. Each groap reselved 
 the following instractions from their te-ohors. 
 
 "i'oday you zlll le^^rn something 
 of the history and si^jniflaarieQ of the 
 P'Uiama vJunnl, You muat my strlot -it- 
 tention to ever., thing you see or hear 
 bec'iUSG you vdll all be flven a test to 
 find ottt «hGt you have le ;rned aboat 
 the V^MTtm Oi^al,^' 
 
 Crro'.ip 'J . The printea material was read to 
 ^^roup 3 inme lately following the above inatraotiona. 
 This materi'il ?ii>8 the essay on the P-inama C '.n.' 1 aooom- 
 panying the outline of the fllrr sent out b^' the Society 
 for Visual Sduoutlon. riio teacher ©e: ding this muterlal 
 to:)k fifteen minutes to finish it. It v/ill ba saon from 
 the oop^' of the printed matt or given bslor. th_-t the tonaa 
 Uised in the di3:ja3sioi! are above the he^ids of seventh r^nA 
 
85 
 
 eighth gr-iders. TMs dieoaseion while providing a baok- 
 ;5ro!ind for the film did not lupliaate the outline of the 
 film, Uen&e, sosss of the inforsmtion galaed by the pu- 
 pils from the ■sasay aoul'1 not be usea in ^tnaworing the 
 questions in tho taut. 
 
86 
 
 i)i3aa:3ijiOH 
 
 Afflong tha naaeroaa So'inlah ar-jlorars in the 
 aeas of tha v esters hgr^l sphere trying to find a routs to 
 Asia, was Columbus. Aftor 1 .maing -t linton Ito,^, named 
 t5.y hiTi the Bny >f .'Ships, h© ^-cmt fHr enough inlarnl to find 
 tho Ohagres Hivar, v^hiah he sille^ th@ Hivar ox OroaocUloa, 
 bflO'iuse of tho B3in7 allifT.ntors thera »f:hlch resamhlad the 
 c-:oaodllOi3 of his aountry. H'^3 he followei on to tho Paoi- 
 fio he might hnva boon tha first explorer of thd route of 
 thQ .Paf;ama Caml. Bat, thinking ha had found 43 la, he sail- 
 93 horse s-itisfioa. During the years that followed, roalla- 
 ing that this a:mtlRent •^-is not Asia, other explorors, ©eoJfe- 
 ifig 'i routd to Asl'a thru tho Amerioan continent shortar than 
 thJ.8 one around 4frioa, trlei eiror^" stre^im from Luhrador to 
 Brazil, Bear the foathsrri point of South Amerioa, Magollan 
 found the i- trait that hanrs his namo. 
 
 fhero ia f. queer jsoose-naok turn in tho Isthmus 
 of Pin-aftia vvhloh aakes it pooollle in some r.'lacjaa to aee the 
 sun rliiQ In t'o Pacjifio, mH -mt in the Atlor*tlc. B'uhoa, 
 a 3p?AniHr!3, W'iS the first explorer t .. .'ross the isthBiua then 
 called Darion. 5' hi 1*9 he wae >o»'ornor of tho oolong there he 
 started -.ioioss the lathsus with IndJ;in 'jid, hy the easleat 
 rout® av3ra!?,lni^ tro fr^llsfj s day, about twenty throe aiys in 
 all* From a tree top on Septemher 25, 1513, he lighted the 
 gre?it B0H bayond, calling it the aoiithern Sea, L-itar, ag-uin 
 vlth Inilian aid, he carried four ahips, oieao by i-ieoe, thru 
 the Jungle and i'ebailt then on the Paolfio aide, ^rep'-'irlng 
 to isea-Oh for reported hoards :jf gold. Bat ne was beheaded 
 bjT the jeilous ne^^'lj apoointed governor, and 80 nevar made 
 a P-^iijiflo voyage, 
 
 Saavedrn, Spanish engineer, augg^-sted cutuiag a 
 ship oan^il thru the i athrmis ic 3 517, aboat 400 years before 
 one wus aotually completed. He made plana, but deoided they 
 were Ireposyl'ole, A Post Hoti,d, however, w-^is ostahllyhed be- 
 t'-^'oen tho aity of Parja?iia and Porto Bollo— r<<jar 3o1ob, Spanish 
 abbreviation for ^olarabua. GrOld from Pdravian nines vv-g hrot 
 over this road hj paok lo:ids in relays to Laa Clraaes '-.nd by 
 
8? 
 
 boat on the Obagras Hiror to ships bound for 3p- In, 
 Then for a centary o-r raore tharo was no tr'ii'rio until 
 in 1849 gold was aisco'/ered in 0--ilifornia» Proapeo- 
 tors preferred to go by tha shorteat water route, sinco 
 th© desert '^^nd moantai'ns hnd tnken so ssimy lives, fhls 
 iath'nlin roata beo^ime j-o populsr that ihe Paiiama Hail- 
 rocid vas bailt in 18i)5 fron Oolon to Panasis CJlt^^. It 
 00 t five ye:^r3 of terrible effort, -^7,000,000 in rsuna^, 
 ind 6,000 lives b„. dlsa.sQ 'md other mishaps of the 
 jungle. In the ter* lollopijig yoirt' it earned 111, 000, 000 
 fesd hi3 boen Jnvilaabla in building the C-i-nal, 
 
 Unler the French uovernmsnt De Leeaeps, 7:ho 
 built the 3.163, attempted to make a oanal thru Finama, but 
 he 103t £5,000 men, spent $£60,000,000, than quit. 
 
 After the Spanish War ana thd sixty eight day 
 trip of the bittie-ahip Oregon frow 3an Friooisoo irounoi 
 the Horn to Key '.eat t>e U. 3. (Jovernroant aurve.yed a route 
 t'nru Luke t^io.irftgua, bat l&tar boight '/ne rights und pro- 
 i^arty of the Frof.oh Fauairrii Onnal Oo, for "^^O, 000, 000. Ool- 
 ambia's roproHsnt-itive in Vvi-.anington made sn 'i.jjreom.mt for 
 canal ter^.s, but 'whe Coiaiabian Congress rejeote'! it. P:;nr* 
 «sm>r^8, dieapuointed by thia z^ejection, deel-ireil thefflselvas 
 a rep.iblio independent of Oolimbi'. , and were aafciiowrled-jed 
 by the United States. A treaty w^sg Vi&n m?ide ^.ith the urns 
 republio--i/ua9Taber Id, li*0i5 — atid whloh under the United 
 StfituiS obtii'ied a oan&l aone ten rdles v.ide,- five miles on 
 either ai ie ai the ocirjal prOiJ'drby. In this zone. United 
 3tstea has oocplete cs ntrol of poJiae and judlai'il mittors, 
 and oi" s vhI tnry •leauaroa. In ■^'Irltion to th*? co^st line of 
 the zone, the idlinds in P-naan Bay wore GO^ed for defense 
 >f the Jftii-l. But the i.Uti-.JiS of Pauam-a and Oolon ro-n-- in 
 oxoept th?it ;.he l/nitei 3tates controls qu^^r^mtine and sani- 
 tation in bot,h harbon.. In return the Jnlt^-i Hutes pa. id 
 CIO, 000, 000 in a&Bh to Banama and will pay C*^5C,000 yearly 
 after 191£. 
 
 President Roosevelt appointed seven ex&erts^ — 
 the IsthTTsian Oaml worrisi salon— in oh?«.rgQ of the building 
 
 of tha can-ii. ThrwQ great tasits or fronts'? t>;effi. Fir.-t, 
 the sanitary ieprover^ent ,of the cem&l son© 'and the pro- 
 viBions for the health ^nd oomfort of the army of employes 
 and their f ..nlli9i>; seoand, the aattirig of t-'n© Oalebr-- 
 pHSts; and third, -Strolling the Ohfa^grea Elver. 
 
88 
 
 The vcir on moBqaltoes v^' ts the grs'^teot ever 
 w'.ged. In 1306 the i-e «,oi'© 3£00 barrels of oil poured on 
 the waters to smother the '.^i^TKlers. There are &,'DOut fif- 
 ty varieties in the zona, but only thrue are «irt3eroia. 
 For examples, the stegoniyia oarries yelJow fever, the ano- 
 pheles G'->rrles sal-^^rli. The housefly, oarr^'ing typhoid 
 garni on it.: le^s, v;as «>] ijo a dangerous peat. .411 garbage 
 w'is burnei, roservoire ^^aro built, tnd old aistams were 
 filled iip. In the first ye r of diserlOfiii constraotlon 
 vvork there were only throe de-itha fro® yellov; fever, vtjere- 
 as formerly there h'-d been three handred annually. In 
 nine years 3en, *!S. 3. Gorg --s ind hi a aanltary force rao- 
 tioally froei the Isthmus froa sslari^, yellov fever ^md 
 dysontnry. -hen he retired the ieat'^. rate uison.^ the Can- 
 al f/orkers h -.d been redaced to or^ly xive a ye-ir from aaoh 
 tho?i8Hnd neople. 
 
 There v/ere 40,000 i'orkers in the ounal zone, 
 inoluding Juiaaiosn negroes, o;>inish poasints to prod the 
 l-isy ne.iroes, Italians, j-reoVta, Armeniana, Tarks, ooollss 
 from Tndi i nS o,0<X) Amerloan enginsera nnd foremen. 
 J-iOkaon Smith, ohlef of the i)0p*t of Labor ifld Quarters 
 "by orgr.nising n sn^n bind of ajcperts for taking c*^irs of 
 hum-in be5nge— for eaoh inust have the fooa of his * home' to 
 be happy—*' was vory aaoaetssfal. Food was br^a^iht Iroa 
 ?Jew York or New Orleans by oold i.torage s'ipis, then by 
 rairi^er^itor oars noross the isthrras. .'ivorything beJong- 
 ed to tV-e sjoverrimont; ioo'^oru %nd dfintists *;ore supplied 
 for all. Heoreation, olab houses, women's olub«, ohurohes, 
 Btiislo and schools vrere provide . i.ver. Boy oooata were or- 
 ganised, Y'ith rsfil Jan^jl© in which to scout. 
 
 In oattlng the Oulebra— noip called Gallinrd for 
 the msLU ^ho directed the v¥ork— more dyniiiBlt© «/a8 used In 
 blasting in h v?eek tharj the rost of the world used In a 
 month. A.11 the materia] s exoavated from the Cinal ssoald 
 build 5840 monamenty the size of vaehlngton Monoment— 56 
 feet each way at the '«.3e, 555 feet high. PlaoeJ toget- 
 her these wjuld cover 457 acres. Or the amount of exca- 
 vation in the zone would rJlsg a ditch 10 feet deep, 55 ft. 
 ^ide from Hev: York to San Francisco, /-ith their hu;;o cob- 
 crete plant the Americans 3 id more in five ye irs th&n r/n# 
 iSgyptiiins with thslr '■-111 ions of slaves did in 100 yearsi. 
 
89 
 
 iVery look cont&lria more oenient than th« Itirgsst n^vo-mlA, 
 and thero ^ra £ix l03ks 't CJaton alona. Tn& aonorete as- 
 e'i would build 500 sh-afts the siae of vVasblngton Monament, 
 or 'build >i wall 8 feat thioic stud IZ feet high irouiHi the 
 ©ritire state of I'elAw&re. or 1<'3 miles in length* 
 
 The "beriefjts of this 1400,000,000 project are 
 two fol5; oonvanienoe t j oommerae nnd aid to military 
 af .fairs. Cost 'ind tine ara rec^aoed in shipping from 
 ooast to cjoast. 4 6,0U0 ton csteftsTter loaded ^-Iti frait 
 and making li. knots dods the trip irons lew ^ork; to los 
 A.ngei&3 in 18 days, m-iking 16 knots, in 14 da^'s, .Vaere- 
 as ths rail freight noroae continent takos from £0 to 
 GO dnya, FroiR Oallao, Pera, to 3ev? lork ia 9,76t. * ilea 
 via ;3t4, of Mii;59li'tn, 3,3oi/ vii^ Piinaniv; to T'ev? Orleans, 
 10,101 mil©a &s oonpared v-l th £,758 miles via canal. 
 Haw xork to (ihirA rUi, 3aQS ia 3i5,844 milae; via Panama, 
 8,138 mi lag. 
 
 '£hQ 'Panrith CJastla* frcwi (lalve.)ton to i:oko- 
 hOHm anved k2 days at j^ou at an av-:ra-?9 oost of oper'-.t- 
 ing expenses of C230 a dsi.y, a usvinj^ of f5,060. The 
 "Arizonnn" of the A-merloan Hawaii ?sj^ Oo. , s;olng fros the 
 4tlantic to the P^j-oific via Panantei s'^^ves £5.8 5- /O 'it 
 |450 a day, a Sivvini]; of |11,700. The toila of ^7,891. £0 
 leaves a net saving of |,3,809.30 par voyage. 
 
 The opening of t ha aonal in:? reused the ofiaot- 
 ivensas of th« n-ivy hy re- aolng the t^istanoes betwoen 
 points in the Atlnntio and points in ths i-'^slfio, ind hy 
 redaaing the problem of aoaling on a ooaet to ooust ^JiralisQ. 
 It has mad© possible the oorijontr'ition of u fleet at eith- 
 er entrance of the o«nal, ? hioh, with .a cruia tng speed of 
 15 knots oould reach tho center f tha Paoifio coast in 
 9 ds.:/a, and the c^entor of the °tly.r=tl3 ao'^et in b d iys, 
 
 rho r ut© h^iS its initira station in linton 
 Ba/ on the AtlSintia ai ie, runs alnaoat due aoath 7 rrlle^ 
 to ^atun iJara, an artificial ridge 1 l-£ smiles lon,;^, the 
 oonatrastlon of v%-hi3h Is oonaidersd one of the moBl dif- 
 floult fe?..tJirQa of the carril. 'ihru ^-itun Lake a, oh-annel 
 passoB for £4 silas thJni G Uliard Oat for 7.97 miles to 
 ?e '-ro Mijf.iol .oa^m and look, 3400 feet long, thru Mirnflor- 
 es lakQ for 1.14 milot^, the duss for £700 feet, and the 
 looks for 600 foot; lastly thru the Ptina-n?;. ^aterv'Sj/ Into 
 the Paoiflo. 
 
90 
 
 Tbese lo^ikB are in three eeta. The sat at 
 3a tun considta of three pairs of looks ind aaoaire ^n 
 elevation of 06 feet above the c-ea; the pair of ?e3ro 
 laguel gives a lift of 30 1-3 leot; ana the set of tro 
 patrs at Miraflorea I^ake tafceii a-ire of the reniuii.ing 
 54 £-3 fset. ThexQ was not enijagh rock foanS^-tion %t 
 the pFGifio end for three pairs of locks ^-a -it (J-aton, 
 so on& w ii: rnade at Peiro iiguel and two at Mirafloras, 
 a fef/ n^iles arny, 
 
 VJorfe on the o&nal was began Ife^ 4, 1904, aa^ 
 it ^us open to cofn^Qi-oe, Aagiist 15, 1914, Juat after the 
 .;;;re;^t ftorld W^r bejan. But, in spite of the frilling off 
 in commerce 3ue to thit onfllot, it bocjame a pn^lng in- 
 vestment froai the standpoint of actual erimings before 
 the arsistloe w;s signed. AloO, one miist roKiJuiT^her ttet 
 instead of & route thru a Jungle of hori'ors and disease, 
 the zone Is now a uluoe v.-hgre the aimth rate is leys than 
 that of some of our lar^o el ties. 
 
 ft'hea the teacher had finished reading the 
 eesay on the P&rj^imi Janal, ?roap 3 »arohs<! to the lo'^er 
 h-ti31-®a,y an i received fifteen minutes of filra instrus- 
 tion* (See page 4--2. -'or - "■'» o. iption of the projeotion 
 roora. ) 
 
 'Jroap B . iXiring the tinje the essaw i»u8 being 
 read to gro jp <J, group B was in the hall-^ay listening to 
 the steraoptioan leoture on the, liiatorioal iigrdfioance 
 of the FanaTKi CJ4;aal, This lecture followed the outline 
 of the film aaS attempted to diplleate Ihe film as clORe- 
 1^ &s possible. It is obvious that there ^ers oertain 
 portions of the fila ??hloh ooald not he du liSftted exactly 
 b^ T^teans sf the r<raili&hle slices used in thia expsrinient. 
 
91 
 
 (ias page *B'3 for a dossription ol" hov the sliaes ware 
 delaotad, ) this is osp«<5lally trae of the few rapid 
 soanea shown by the film of the Panaiaa. Canal and its 
 aurrottuding territory taken from an areoplane. The pro- 
 per method of making ooBBparlaona bet^'een the film and slide 
 tnethods of Inatraotion would be to make atsreoptlo^n elides 
 direot from the film. 
 
 The isriter attempted to have this done for ex- 
 periment four but w-is not sacjoeasful In obtaining perinias- 
 lon to dupllaate the film in slides frora the owners of the 
 film. 
 
 Fol.ov.ing the etereoptiaan lecture group B 
 resolved fifteon nJlnutes lr.stru3tion frojn one sbo-in^' of 
 the film. 
 
 'J roup A. iroup A waited for fifteen min- 
 
 utes in its roon before beginning its instnotion, in r- 
 der that the hall-ruy ooald be aaed for the atereoptloan 
 lecture. The teacher in oharga of the group ke:>t the pu- 
 pils >3oupied with their less >ns until it was tirse for 
 th«n to pass to the projeotlon room, 
 
 rhe groap, simultaneously v ith groups B and J, 
 saw one showing of th« filni. 3roaps B and having finis- 
 hed their instmotion marched back to thair rooras and took 
 
92 
 
 th« test s'?Kil0 group k romined for a seom^ showing 
 
 of the film. 
 
 The outline of the fllfi) by aaptions with & 
 hrief dssoriptlon of eaoh saene follows. 
 
93 
 
 3C3002. 9 I hU a 
 And Its mst^i^l Si^ifioaaoe. 
 
 Sdaiet;^ foje ?iiitial Bducatiaa, Ins* 
 
 THiia redX is inoluded in tJie '/isammlQ Mb%qt^ b^Hbb 
 %Q sli^e th® ii^pGrtsae* of the ^miaaa^ iimm^l project,, It 
 tras^e the ^sires df four b^iuUrad years b«for@ it@ 
 filial noaoaplisiUmeist* .:^^p«roi&iljr 49«8 It 0Mw tl» tl»>ro* 
 ugh* d^>»t«:isttio, aM at20Gd»afal sfforid of Zim J'jmtlm^tm^ 
 wha f iji»ll^ iuie<»aplieh«s tb» fest* It @1iowb w^i @«mi^* 
 '£iosi baa l^n® fa? i^s^ia^ssi* Aad it iiaksa ^Im-s tas adv^aat* 
 age to the ontiro m^rM of shorteaisig %im gsmat o©M3ar@ial 
 rorittss, as ^®XX d@ the iosal v&lae to ths Ui^t@d States* 
 
 Outline of (intents 
 Ciitlos G&«UnrXiQ#cl) 
 
 A projection of th$ s^orld is ahowa with tis© westers 
 
 Malsphors in iiho eentey; Isastioa of l^as^ss slio^a 
 
 laeoif>gIfte beoaiase &him oottld sot mm tlmt ^sffli p*;^ 
 
 Yei^sgee of Po&m de Ireoa, Oortes, end SiagGll&ii are 
 
 ii9tSi<i®tea» 
 
 Boute frdu Bpain to i-&smsA^ and patli ^aoroia tbe isttems 
 if^iaatf»d, 
 
 Qogti^t wge4.t^e.Kiiia to. \>u-Uil tmmmy^^ml.tQ ^mU^ Spaia 
 
 Qn B. lEip 0f tlie Wee team M^iiisplsere tlie rel^tioa lM»ti?e€»n 
 
 ca %h0 ^^onth &n the iae|f ie^ g^^ ^^ ^^.^.^^ 
 When the ^^gj-js'^ j"^_^es acquired Csilifornia (1848) a sjiip 
 
 pe®ii&^ ttoc^iig!i '.^Bti-al Asea-ies b^a ^ g^ deaix^bXe. 
 
94 
 
 M^y ""Fcgth Myg s " amliMd aaroaa the IsthBos »arottt» to tlf 
 
 ^ff^JTT!3EI^:5»« 
 
 Souta Tia th0 Xstloaia of faat^ia, v$hia& eaT»a 0609 i&lXes 
 it at&mi. 
 
 Oa a nap of tiis u. :., il^t Is^i^a, and Oesrfrial kmsrUm 
 tbB raXativa la&iktlQmi af tiia aer6b«m and sonttera faot^ce, 
 tlia apajrealif aettleil i^r^^aa of th@ Bo@l^ ^it8» plataatt and 
 ^ftoiiMa aaotioa, ssd tha ^tlania of ^^Mta are al»99iu 
 
 ThtoxiBh a Casal hare aaathegs Blantara aaefellii4 fraah l&aH aoalA 
 
 Bouwd indict tad froia It'o^ Orleans to California Tia a 
 »ipp(^iti0tt3 oazMO. on %h& iatlama 
 
 ilararal rouboa poa^iOla ihirough a c&i&il hero ara shovii 
 Xaadifii fj^om %ba inolfie to I'Ulf ^oints* 
 
 tf iil^f^^rtii 
 
 r_ tradfe roataa. Vbe 7vmmh iwmms» Cowpamr liaaaa 
 
 «nTT[iTM? 
 
 Oa &. map ox' Ja2iix''&X ..^irioa, wij^ eVat.^ &re indlaai^od and 
 aasad; a fifopoead o«mal route ia indloated* 
 
 JBaSfciiABLaiifn r t 
 
 OidMy Porto Hi<^, at3d aan ^^r^^oclstoo* ishare %i^ BattXaaliip 
 ^t^ma w^a aU.tiomfd in 18i8 ara Xoeatad, ss^ its roata 
 aroimd Cape l-ios^ to £«^ Wa®ti ic^ieatea; Bottta via a eaaai 
 
 32^iia 
 
 2a 1903 Bissmk aaoadad fros Qolcisbia aad gjraataS aaaaX soaa to 
 ■fftf Uftll^p H SS^ .^ -— .« ,™-,.-. ^ 
 
 thi Hapul>Xio of i^tm^& Bhrnm on $m^ s^& QaaaX Zoxat i&dieatadU 
 
 Jyaaidaat EaaaavaXt imahad the oamX o^aBtraotion aaargatit^Xly 
 
 J^aartrait mlxmn 
 
 3«M»»M Of ooi^troctioa shomi* 
 
95 
 
 fenior Q9xmral G»oyfi» W. Go»th&Xa. ohlef engHwcr and 
 ffoveraor of the Q&aal Kon» Juricg oonatrugtlott 
 
 Jt-ortreit siiotwi. 
 
 $qTP<»og. Ofnex^ l H'bj,., C> Co?f:3S ?.Rd<9 ccrnt.ruct ton ?yoir&: 
 
 poeslblf pv eradjlctf^Tng yellow Tev«y In t^e ^Sml gong. 
 
 lortiralt ehown 
 
 Th# fijTft loadad frgigfat»r paeggd the Pan— a Oaaftl. Amcoat 
 
 m 
 
 ?3o«nes sha«m of ahlp in caaaX; route frwi London Bhovm, 
 ayouiid Oape flbrn to Austral la, then riA lanMBa QaaaX 
 aavlQg 4000 niles« 
 
 War ship ahctfn going thrcogh Ccnal.f 0otitte583r of U.S. Savy) 
 
 3?«tall6d oap of eaw&l sson* on thu 
 iBtlmaa ahxrnn^ and aain points 
 Iwiieoted: Oarib^^fin Se^.O-^tun, 
 iatasres Laka.Obiapo, Jtt).ebr&, 
 ltirttfXoreB,l«mMft, and i'aolfio 
 dcwan. 
 
 fhe following »o«nes are 
 d8flcrlb#»i by thp' titl»a« 
 Ail are ahovn by ccorteey 
 of the U,3. KsTv, 
 
 Thii9 la a print of 
 fehe tfanal iSoae nap 
 tiaed in the film* 
 
 'ihft print !.« made 
 direct from the 
 "poaitiye" fila. 
 
 Aj^jtr^il a <?ynoa ,- > , i' „„ .^an-Mta Uly und®.;.' UflitcA ii tatoa eaoitary 
 
 £ .group., 
 
 pf the Canal 
 
 gJbaB.-^j?atg» yiire a^i^-t^yed. at the entranoe 
 
 tffTiarW^ U^ i9H ^V4 ^.t'a ,i?ffiP^4r aift1^,4,o#,. 
 
96 
 
 
 £• Water front Colon- 
 
 S« wvmis&tios Brigand* 
 
 4. Gaaeil Channel aerth from point I. 
 
 §• I'Qato Mlgael locike. 
 
 ^ i^a&t Chasaber loclcs* 
 
 ?♦ firet lM>«t la G&ml, 
 
 B» Gatua Lock. 
 
 9* Map iortii America* 
 
 10, Freach Ire«gee, 
 
 U* Battldcbhip Missouri la lock* 
 
 1^* Oatua Jppor look* 
 
 13. Gulebrs Cut. Break nest i$ank* 
 
 14. arti.ficiel Lako* 
 16* Juug^la* 
 
 16« M£$> cf faoaaa railroad* 
 
 1?* j^'reach l^ngioes* 
 
 18* Map of osaal { relief). 
 
 19* Battl^hip Oregon* 
 
 £0* Bait Ise hip ^laaeeota* 
 
 PI* Oeaaral GoathalB* 
 
 ££. Gatua Spillway. 
 
 ?3* on baak of Calabra* 
 
 £4* Culeb2:ia cut wl13i water* 
 
 £S* Gatua <^effl aa^ lake* 
 
 She tlae epeat on eaeh &ii^e was ai proxisastely 
 S6 eecoa<^8« tweaty-flve eli^as ware sfe^vn, wltli eosiseate, 
 la 15 «3laatee* 
 
97 
 
 (4) XestB * The teats were glvQa to the 
 
 groapa as soon as the unit of instraotian in eaah groap 
 had been oojapleted. Before the pupils started to take the 
 test the follovdng instraotlocs were given tbem \^ their 
 tsj^ioher. 
 
 "Yoa have two t^hoets of qaestlons 
 today, -rite ^otir jmise, the date, 'ind 
 your taH3her3 name at the top of eaoh 
 sheet. A3 soon as you h^^ive <3one this 
 start t > answer the questions b^ fill- 
 ing in the blank spaoes. Caestlon 
 twelve is a ra-ip qaootlon. i>ravv your 
 nuip on the baak of ^-our first sheet. 
 Answer juat as many qaaatlon.: ^.8 yoa 
 can. All -ill be ^iren tiao to finish. " 
 
 ?he papers were oolleoted when the pupils had 
 finiehel *iiQd tied in handles by groups. All the f&ipers 
 were soore"; by the writer acoordlng to a oorreat -insvpor 
 key. In order to seoare aosuraoy and uniformity in the 
 soore, the papers ««re till oheoked b second time ei>^ht 
 weeks aftor the "first goorlng". 
 
 The sixteen raiaeographel qieetlone used In 
 experi-'^ent four and the oorreot answer key follows. 
 
98 
 
 !• Why w«w the exploratiooB aa<?« b^ poaee ^© T.aoa, Cortlf eft<^ 
 Magellan ia Caatral iUSierioa, iuteofflplet@V ^^ ______ 
 
 ff« r'iscoTere^ the pacific la 1€'1S h^' selliiig from 
 
 _,_,____^_________ to ....,..,.,.,.._,_____...^ s**!* crosBiag ^_^_^^^^ oa foot. 
 
 8m Why ^1£ a t^ip pftsesge throagh Central ^aerioa ^eoome Seeiraiale 
 whsa the CTaitea States renaire^ Call for ala ii X848*'f 
 
 How die taany of the gol*? ealaorB save tim© when reaohiog: the 
 California gold fSeiaa ia 1849? 
 
 If the i'aoaisa Canal had exleteA ia 1830 to lii66» hoe tnight it 
 
 have laflueaeet! the ooafllct feetsreea the ^lorth aa^ South? 
 
 6. Who started to built' a canal first? 
 
 7. Why dig this ooapany abanc^oa work's^ 
 
 S. ihat eTeat in the Spafilsh jmerie&a vtar effiptoeise^ the Hee<^ of the 
 faoaaa Oai»tlt .-,-^-^ 
 
 9, What three great iuuerioaiw paehe^ throagh the Canal ooaetructioal' 
 What part fiS each play la the work? .™_™™__ 
 
 10« Whoa did the first freight aMp paes tfcroi^h the CaaalY _ 
 
 11. How suoh f^lstsf«?© do&s tli© Cnfml esra a elJlp ^oisg from J,oinf'oa 
 to Au«tralia*r _____...________________._^^ 
 
 IS. Qa i&m baok of this sheet Sraw a ms|) of the faoama Oanal, 
 
 ia^leatiag the Caribbean Sea, fatumaCit^-, Miref lores, Gatan, 
 Ctilibrft Cut, Chefrea Lake aa€ the if>aeiflo Oeeaa. 
 
99 
 
 IS. What i» © l®«lc ifl a eaial, an6 how floee It operate? 
 
 14« thy should the Jaitad States balld fsrts, aaf? et&tioa frar shipe 
 at th© osaSrlY 
 
 15« fhat la the Cull bra Cat? 
 
 16. What trouble ^o the^y have there? 
 
 {I90te« 5?h5 foll<wrlac> •'BifiepQll-'iiiigB i^.oul*^ be notec? ia 
 the teat ?ao to iaprayor C5 0n;,lnir of the cops* for the steiasll* 
 Portia", »'Mlr0f lores", "Chagrea", aaa ^tiillbr©*'. j 
 
11)0 
 
 Qorrest anas?*ir k@^. One point 
 for eB.oh oorxeat anstr-^ir* In queatlon 1£ 
 on© point was ,3;! van for th& aorreat looa- 
 tlon of the itQT3i| listesS, Bia point I'alu© 
 of eaah qaeeiiion is indio&ted in brsakets. 
 
 (Ij 1. Beoftase tha^ did not disoo'rer th« J^olfie ooean, or 
 Sacaas* th«jr did not oross the lathEms of Panafim, 
 
 (1) Jd. Ikslboa i;i>»iK FanasKs. the Isthajas, or 
 
 Balboa Spain 4n»erioa Paiiars-s, or 
 
 Balboa 's^iTOp^ Central Asserioa Pi^.naEa. 
 
 (1) 3, fo reduaa the length of i^'h© shipping ro>ite fros! 
 
 Mew "fork to 3ftn Franalsoo, or To eave titae going 
 frora tier York to San Franc 1 so o by "^ater, 
 
 (1) 4, WalkQi^ ".orosB the Tethimis of B^naESit, or 
 V alkod rtcjross F^naBsa, or 
 Crossed Panama (or iHthmae of Fanaisa ) on foot. 
 
 (1) 5. k blookai© of th« South woald h&ve been more difficult, 
 
 (1) 6, ihe ^renoh. 
 
 (1) 7. .^n^3ln9eri^g trouble srd ^^alloi''- fovor^ or 
 oiokrieiii; and anginesring trouble* 
 
 (1) Q» The trip of th« Orogoa, or 
 
 The trip of th« Oregon around Soatb Amerio?*. 
 
 (C) 9. Preoiaant Hoosavslt, pushad .^ork at hose 
 
 iaorje «• Ooethrile, enginoer (or governor) 
 ®s» 0, Sorgas, er^idioate'i sloknaas (or p-^llow fevar). 
 (One point or o&oh man named and one 
 i30int for the part each playad in the mork. ) 
 
 (1) 10. August 2 5, 1914. or 1934. 
 
 (1) 11. 4000 fflilea. 
 
 (7 ) 3£. (Ona point for ©aoh looatod oorraotl^. ) 
 
11)1 
 
 (£) 13. "stair etepa" of i-ha oan?4l, or Place in oanal 
 
 where sMps i^,o up or |^o\',n hill, or ^Jorapartmonts 
 
 in aanal i-hera w/itar is lO'i^ored anfl r?iio@di to lo- 
 *er or raise a ship, 
 
 Katsp flows into lock from abo^e raiding lovel of 
 water and %itli i« t.be s-ip to level oiT laofe aboTQ. 
 (On© point for each.) 
 
 (1) 14, To protest, the OiWial, or 
 
 Ho ^3tt.ira the osnal from ^naraioa. 
 
 (1) 15, 4 plaae where oansl ?3.s ^at thra a aoiUitaln, or 
 
 A oat ihn 'i mountain, or A oat thru a lar.39 hill, 
 
 (1) 16. :illf!9a of ln.nd. 
 Tie) lotal possible score 
 
 The d-i^r folloi^ins i^he OentrJil School h>\lt of 
 
 t,ho oxparlr'QKt tha aarao pro:ja«3nro a«aori>iOd above WFtS dup- 
 
 31out«a ir. tho Ilnooln Sohool, TM9 enabled tho results 
 
 of the work in the t^-^o sohools to be ohaokoid on« againat 
 
 the other as hats boarj dono in oxperlisorits t«vo anS thre«. 
 
102 
 
 H1S0IT3* rha average soores sfede hj the 
 
 sis groaps In the t~'0 fol3 test are shown In table nine, 
 
 irtrsl Sohool 
 
 Jroap 
 
 ."0. of 
 iTipile ' 
 
 
 tlon. 
 Total scare 
 
 .aaesticms 
 
 tion. Kap 
 oaestidns 
 
 Intel ligenQQ 
 
 QOoro 
 
 av0ra??e 
 
 film 
 
 £S 
 
 S.04 
 
 £•90 
 
 .35 : 
 
 ,59 
 
 oC-.oG 
 
 B. Klide 
 k filE 
 
 ££ 
 
 • 1£.45 
 
 4.58 ■ 
 
 1.68 
 
 ; .a? 
 
 ! 64.00 
 
 A, film 
 
 £1: 
 
 : 1:^.77 
 
 , ^.41 
 
 ! 1.27 
 
 1.4S 
 
 54,86 
 
 
 linooln ;Ohoo3. 
 
 
 
 
 raup 
 
 ,-;o. of 
 pupils 
 
 iTotul S3 Ore 
 
 ,tion. 
 .Total aaors 
 
 q^aesti orts 
 
 HsaR javia- 
 tion. ifep 
 qiestiona • 
 
 iFitellii^ancje 
 
 SGore 
 
 average 
 
 A.ora ^ 
 fllrc 
 
 , < it. 
 
 10.71- 
 
 3.71 
 
 • 66 ; 
 
 1.09 
 
 59.7? 
 
 3. slide 
 i film 
 
 £6 
 
 16.4S 
 
 ( £.94 
 
 I. 77 
 
 .97 
 
 61.60 
 
 B. film 
 
 t3 
 
 \ lE.Sl, 
 
 : E.4£ 
 
 1.04 
 
 2.44 
 
 63.95 
 
 Table 9. 
 s^3s by tr.e six sroai 
 ston, Illifiois. 
 
 ti!rlr!ient f )a.r, Syun- 
 
103 
 
 ?he lo?v total aaoroa njavl© b^r ths oral-film 
 group iii both 33bool';: ia of aittle aomparHtlva Bigrti- 
 fiosnoe sine* tho 8sa«s37 prored t.v> bo above th8 sotaprs- 
 her.sion of tho sosrsnth nn^^ ai^hth girei'lo pupila, B^is 
 rssolt sho^s, however , tlist t.ha print e;3 mtsrlsl aoaosi- 
 laajl&f? a film shsald T^e as aarsfolly pre^^rsS ag the 
 filtB it3alf if it 13 to properly sorra th© parpoae for 
 whieh It r.ns int©nd«<S, 
 
 Tho oral -film groups h&cl ona half as mioh in- 
 striistlon on th« jsiip vork aa the other tr?o groups, hsno©, 
 a ooDiparlaon "bc^tv^een the w^p scores nj-ad© 'oy the three 
 gro^xps »!oa3.a not be Icigitim^ite. Let as compel'©, thoa, 
 tha sooroa made or* tho teyt b^ tho filss groap and the 
 8lid9*Xilffi group la th^s two eohoois, 
 
 Tne alide-flliB ^roup at the (Jentrsl school 
 iWide a lower total ij'joro than thg lilra rroup, a dif- 
 £erono« of l,bL paints or 10,u pjruejjt tf-hiis tho film 
 groap Elide a ayore .4 or 5,L peroout lo^ur or the rm.p 
 qasstioa than the slicJe-film group* (Since the tot&l 
 po3eit-le gooro on th« map question f^as aoven r^oints 
 this aifference of ,41 or .;•£; percent is grander than 
 it y-ppanrs to lio at first glanc©, } 
 
 At the Linooin eohool the allfie-fils groap 
 B^(i9 a tot&l average sjore £,6o point a or £0*«i percent 
 abovo that of ths filra sl^oap una 1.73points or 16.6 
 poroent ahorg thst of the filra group on the vs&p 
 
104 
 
 question* The latter ecors Is ovor t^ics as lrtri>e as 
 the score made by the film group, Eere ugaiB, as in 
 experimsnts one aeS t'ro vjq find fare film instraation 
 is not as effsctiT© in teaching mip ^ork a a some oom- 
 bin&tloa of oral ac i T?ga.6l material. 
 
 fh« film groaps had the highest intelligence 
 scores in both schoolsj. Thie w*^i. dae to the method of 
 selaoting the groj|-)S« (see pag« 39 ), Henoo, the 
 <?roups were equalized >,^- followlKg ths prooelure of 
 Bstohirig intelligflBoe saores pupil for par^il in the 
 three groups and the resulta of experiment foar ^ere 
 retsbulateS as shown in table ten. 
 
105 
 
 Central achool 
 
 
 
 
 iJroup 
 
 
 : Totxl saore 
 
 avorage 
 
 Int«lli janoa 
 
 J. oral &, 
 
 fllTB 
 
 21 
 
 : 8.47 
 
 • 38 
 
 6E,14* 
 
 B. slide 
 & film 
 
 21 
 
 1^.71 
 
 1 ."d 
 
 ;>4.90 
 
 A. fills • 
 
 £1 
 
 15.6G 
 
 1,33 
 
 :j4.a6 
 
 Linooln 3c 
 
 Jhool 
 
 
 
 
 CJroup 
 
 . IJutcbar 
 papilQ 
 
 : Total score 
 
 .ir.p saore 
 ^iVaraKQ 
 
 , Intolligenae 
 
 .^ivera.Q:© score 
 
 A. otj.1 Sc 
 fllra 
 
 i-O 
 
 10.75 
 
 .95 
 
 6£.60 
 
 3. slide 
 & film 
 
 £0 
 
 15.46 
 
 £.60 
 
 GL.LO 
 
 B. n Im 
 
 £0 
 
 12,10 
 
 1.00 
 
 6c ..30 
 
 Table lO, The roaaltc; of ex- 
 parl?nont four after tha .^raara ?-er« 'natah- 
 ed in ir.toJ3 igeiiOQ and namber. (i'or - das- 
 crlptlon of tho n^athod uaei see pa:j:0s^-».s"Q. 
 
 An esramination of tab] e ten sh r- s that the 
 
 relationship. In torms of rank by tsdt so iraa, bot'"Qgn 
 the gro ips in both aohools in the Sirao as in table nine. 
 
 *It v"is found impoaaibla to matoh the Intalligenoe aooree 
 of -il] the pupils in t;his group vdth papilt-; in the other 
 groaps 'v''ithoat reducing the muBber of ?-iUtils. 
 
106 
 
 Sowaror, tb© ailfsreriaa between £h« ali<l«-filsi groap 
 ari-1 the film group In tb» CJeotral sohool ia *9o or7«47 
 ia talsl© t€ns» ?aM9 nine sho^s th« aavantafo of th« 
 filra groap to fee i*SE or 10. o7 poiiite. fable tsn sho»s 
 the dlff«r©RC9 bot«r«©ri feha tsro groaps Sn the total 
 0aor« to b« «v«n loa« sigrdfiaant* th« e«» tabal&tios 
 in table ti?n r&lsss the s»p soor© dlffaranoe in favor 
 of the slld©-fllm grottp .02 or •! peroent* faaistral 
 school)* 
 
 fable t«rs aooerstastod tho dlff©r«»&oe in 
 favor of th« Bllde^fil© group as aompar©3 «ith tfce fll® 
 group St th© Xincoln eohi>ol b^ raiel&g th© dlffdr«333«s 
 b©te(«©n th© totsl soor-^s fco S.Mw or '4»69^ and th© rsiip 
 eeorea to l.BO or 180«0 p©r3«r.t. (The diff©rdxto©s aho^n 
 In tabl© sin© ar© E«60 pointd or £C*L7« f&n^ 1*73 or 
 16»(j7 r©sp©-3tlV9ly), 
 
 A dotailod sta^j^ of the is^p© dfttffn h;g th© 
 pupils in raapofis© to q[U©8tior. twdlv© r«?e%l© th© Mit 
 tb«t tlvay ooald b© olasslft©-1 into thr©© aistlnot types. 
 fypo one, ^as s asap vfMoh iEclude^ the let?asas of Bimjea 
 ani iB tioat oasos the 2oi?r©r and appor portions of Sorth 
 AEserioa and ^uth ^©rloa regpesJtivolj?, fh© ears&l ^-iS 
 iB<31o?ite€ l>y a lio© or doubl© 2 In©, ttiQ loo^tiorm call- 
 9^ for in th© qaastiori *?©rs ir.dloat©d by dot© or Unas 
 dra^ji to thtit part of th© oas-'il fej, tho pap41« ^yp® twe^ 
 «ia© a gjsp drawn frow th© is!'pre«3i-.>ri B»<ie on the euljjeots 
 
W7 
 
 hj th9 flls oloeo-ap-isBap of the faaaB» Q»maX lone. Xliia 
 ■ap was a blaok aad 9hite flat aap« the is^lta liswa oatlinsd 
 tha eaziaJL and lelcea tiiroogh «rhieh it rims. The oanal «aa 
 zvpreaented li;^ a liQ@ rimrilJig scroai^ the olose np map in 
 tha eaae E^as^ar as rGoorded in sample s»p A tirpa two* The 
 Xinas whloh res^alsle the ^imOaries of fields is sastple 
 siapa B aM of the type two reepoaaes represent tlia 
 ^osadiaries of the Central Aioariean States shown 1b a&othar 
 aap by the file* leaea* aas, Xe isaps B as&d 0,typa two. 
 represent a eoiifusiOQ of the (^joal ^one Map asd tJa* 
 Qaatxal .to«riea» states Map shoim b^ the f ileu 
 
 sype thirae, ie the reproduotlon of tbe Mip luseS ia 
 the @tereoptic8» lectore. i'hls aap mts a relief s^p ia 
 a reotaagular fra«« aad is reproduoad ia saispla A, ^jfgpp 
 tbraa* 
 
 A stad^ of these reproduotioi^ shows that the 
 pi$)il8 rei8e»her«d liaes but not the Xooatioas la the film 
 yapa* (dee ssffipXes B aad Q type two« ) flo tjpe-two a»ps 
 were eoored as high as aa^^Xe A, Saaplea Jgand a are i^ioaX 
 of the ^£^«-two respusMa* 
 
 £h« film groapB sat? oaXi^ the film map, hes^a. m 
 flad their resj^oases to \m either t.^e one or two. The aXlda- 
 fUa groi:|»8 saw both maps, the slide eap first. "The follow- 
 lag table sho^s that evea thoujgli tl»» slide-f ilia pupils ^^d 
 seea the film is»p aeareat to the teat la ooiat of tlse that 
 ther proforrad the slide i»ap type vl^ee ia s^kiag their reepoaaes* 
 
108 
 
 OeKtral Sahool 
 
 fufflber responises 
 
 Oroup 
 
 T^pa 
 
 I 
 
 . ?yp« 
 
 II 
 
 ! l7P9 TTI 
 
 ^.li-re'xUjn 
 
 : 5 
 
 E 
 
 G 
 
 nim 
 
 ': 9 
 
 IJ:: 
 
 
 
 Ilnooln School 
 
 
 .:jli le-nin: 
 
 7 
 
 1 
 
 14 
 
 ?ilin 
 
 11 
 
 4 
 
 
 
 Table 31. Tha numbar of maps 
 drawn by aaoh -^ro', p alssiified Mocord- 
 iKg to t^'paa I, 11, III. (i'iJtperitseat fo>ar. ) 
 
11)9 
 
 fHis oHieimis SI3S -urn CMSsifi- 
 
 CATI03S IfflXCASaD A2 2Kii 20P 01 
 34CH PAGS 
 
(WSSRiit SCSDOI* 
 
 TBP& I Uif 
 
 TSii^msR MISS oem 
 GRosp sfjsQse 4i^syi 
 
 110 
 
 PAHASA Gi»m 
 
Paaflva Oamd HI 
 
 Central soheol 
 
 Tfp9 II m^ B*tiy 8««k 
 
 Sample A 
 
C^irftX s«bft«i 
 
 
 Sample B 
 
Tsaoh«r ifAee i,oa@aan Group Fi]Uii4>?12ia 
 Lincoln School 
 
 Sample C 
 
 rmmm cmtd. 
 
 113 
 
 A 
 
 CiAACCyOU't,^ 
 
jjUCClJB SCHOOL 
 
 flfS XXI Hip 
 
 tS408im KISS ooomet 
 mow ststuso ♦ nix 
 
 PAilMU OAnAi* 
 
 Sample A 
 
 114 
 
 
]j.nooln school 
 
 Type III Map 
 
 Kenneth Munson 
 
 Teacher Miss Goodrow 
 Group Stereo + film 
 
 Panama Canai 
 
 Sample B 
 
 115 
 
 MA p r- 
 
 c A 
 
 L 
 
116 
 
 xisperlment 5. 
 
 ^OBI^, The purpose of sxp^rim^nt five 
 ©as to nsako a dlreot ooap^arison betwaen the infor- 
 fflstion gained frois one shoeing of a sovlng picjtare 
 flliB B.n-5 th® inforsjation gained froia a st@raoptioan 
 leotara aoverini tho aaxss topic, 
 
 DI530HIPJIQS OF JHI SX ?SHIK3fe'T. (1) Sg-bjeots . 
 Papils frcHH gradoe four to seven Inolualve «wer© so- 
 leotdd for exoerlrrent five, from the W'lS ington 
 Sohool, iSvanston, Dlinois. These paplls v?ere for" 
 Bed into two comparable groups hs taking everj? other 
 papil In eaoh dohj starting with the front ^eak, left 
 row, Th© miplls thus selected were formed into groap 
 J, The renmlning panlla ^ere played in group 3, Th© 
 tesahers eBtisatei t at the "fe^'o jiro r t thus foraed in 
 esoh roJK ifere approximate!/ equal in general intolll- 
 gense . (No intelllgenoe test aaores were available 
 for the seleotlon of theiio pupils on ^ raore solentlflo 
 basis. ) 
 
 '^' l2£l2.» '^^^ film used in eaperiment five 
 w^iS U;& t>:.i2o :S :/-at used in experiment four nsffisly. 
 
117 
 
 th« PaB&aa Oanal -nd its Historioal oignifi -anos, 
 produo«d !;y the i3ocsiet^ for /laual 3ciaoation, Incor- 
 poratdd. The atereoptlom lacturo waa aleo the s- m© 
 aa the on« vl3Q^ In exporimant four. (Jor a det^^llod 
 •ieaarlptlon of eaoh see page33-^B» 
 
 ( i5 ) The rireaent'3.tlon of tha toplo, Group 
 
 D, vhlah, will be leaigni^ted as the "«lida .^roaji," re- 
 oeived its inatruotion in the h-ll-wuy v-hich w-s ased 
 for the projection rooro, ifter the ioll owing tnatruo- 
 tiona were renol to tha grOip. 
 
 "Xodai? ^oa will lenm eonething 
 :>f the hlstoz'y :-*nd ci^inifloince of the 
 p-iHAma Janal, You must i>ay .striot at- 
 tention to evari^thli.^ you see or hear 
 hooause you will nil ho given h test 
 to find out what you have iGirno-l about 
 the Panatoa Otinal, " 
 
 The inatruotion wua divided into two phaaaa. 
 Flrat the pa oils he-ird u livo minute diaouaBlon of the 
 ?ari:i^!^i oan'il. The dlBcasalon consisted of parto of 
 the essay read to the oral -film groups in ox eriment 
 four. Trils waa follo?7ed by n fifteen Bilnute stereo- 
 ptioan lecture. (For daaoriptiori of ihe atereoptloan 
 lecture see page $fe )• 
 
 Sroup & whioh v.ili he designated as the 
 film group aasemi led ir* the hall -way Imtr.ediately fol- 
 
118 
 
 losing the aonclaslon of group u's Instruotion period. 
 First it received the S'.me instractloiis Uhlsh wore 
 given to groap D. This vr.s follow*, ed hj the livo rain- 
 ute dlsousslon read to the group D. (Sqq above.) 
 Then the group was exposed to a flftaan minute ahov.- 
 ing of the fil^. 
 
 '^) Testa . The tosts used in experiment 
 four ware ^^iver. to eich groap hs soon -js it had fin- 
 iahea its period of instruction, oee experln-tint four 
 pages? for n ietallei oeaoriptlon of (a) tho in- 
 atruGtions ro^a toa-ioh group fcofore the tost (bj 
 tHo to-^t lt<?elf an?, (c) the soaring )rey. 
 
 Xhe papery ^sr u-e ooored by the vritor -si.d 
 cheakea with those in expori ent -yar. 
 
119 
 
 HiSSJX?3» the results of 8xp€irla?eat flv« 
 
 '^aiMiMioaJsJiool 
 
 arads 
 
 
 
 17 
 
 15 
 
 16 
 
 antira 
 
 J,t;fau|?; 6^3 
 
 Soors 
 
 1,£9 
 
 Score 
 
 3,66 
 
 ?.eo 
 
 7*1£ 
 
 • 03 
 
 1>18 ,_- 
 
 Hlfii 
 
 4. Si 
 
 ^"1,,^ 
 
 i^O, 
 
 Or^i^s: i-tipils 
 
 7 ; 
 
 entire 
 group; 
 
 14 
 
 dB 
 
 
 4»6i3 
 
 »fc7 
 
 4 ,00 
 
 • 60 
 
 L.S8 
 
 
120 
 
 fh@ avsmg© total aoore TTtido b/ tljo sixt^- 
 thrd€ pupila ^teo saw tha stereoptlaan alidea and hsarfi 
 ths laoture v;as 1»8S abOT® the average saore isafi« by 
 the flft.y ^9ight pupils who aaw th® film, Ihis is a 
 much liix^QX differanae than appears ob tba surfaaa 
 Binoe tho parasiit of aapariority of tha slide groap was 
 61»44. la ooroparing the average ssisoi es made "b^ the 
 t¥.-0 gro-.ips on tha aap quastior* «9 fir^l tfee slide groap 
 TSSiA9 au avQiVJ-fta s.<3ord over 6hr«o tlsies greater than 
 that rfi'iis b^ the film grouf, a S£S porodiit ai eiip*jrior- 
 Ix.^- of, to "b® axajt, 4ii ©stamina tloa of tna ^ctor^a of 
 the two i.^roLip3 'by gramas shov;s that tha feliSe group 
 In Qficsh graf5e mtid© a higher average score %hmi the film 
 group in the (Corresponding graa® in ovtJx> Instana©, 
 except gride four xvhare nelfehsr jircap wag ahl® to ^o 
 uns%hins with the sap qa«gtioa, fho lo^' average Sf30r« 
 tssid® h;jf the sixth ana serenth gi*ades in this axparinr^ut 
 as aoiapar@a vsith th-s scores cac^e Ijy ths gro-ips in th© 
 Central ^m^ Lincoln school a oan "bo explainsS thru ths 
 faat that t':?? tjr>e spent on iBStru»tio»i in the laahing- 
 ton Bohcol out half that spirit in th« two former 
 
 ©ehool B, 
 
 The rssulto of e-jspariaent fiv# arould show 
 that the st©ra0ptiosn leature was wora effective, in 
 imparting ths irjforjssition oonefsralng th® Bumssa 0&«al 
 called for in th© test than the filsa, 
 
 H0r« again w« flrid that th« slia® ta mors 
 
131 
 
 effaativo in preaentlnf^ this oartioulur typ« of imip 
 material. An examine.tlon of th-ij n^-ip rgsponsoa sooor4- 
 ing to the Glaasiflocttlon VLB&d in erparipont foar rs- 
 vmils liho .fivct that .foiirt a an of the fllra group attampt- 
 e^ t,o (!rav? J^ypo-tyro n».p8 while. tse3 va (Irm? tho 1»ype- 
 ono T3ap» Of tho faurtadn typo-tv o Ejaps draifn none «?«rd 
 more fiooar-.t,Q or sapiriojr to nfuvple B t^^pe-tuo siiorn on 
 page/IL.. Tiiia uiivo/aal l.-ok of -'biMty on the part of 
 the papJls In OKporinenta four ■iriu fire to grasp th« 
 looatlof!3 In the Plln'a oloas up ^rmp of t-ho Pfmssn Oan^l 
 Stono 8ho?^ts that tha nap was sith«r inforlor in taaahing 
 those loofttiona or that tho fUm ltj=!©lf as r^ ooor 
 Djedium of Inatraation of this t.,ype. 
 
122 
 
 ^HA.PTSH V 
 
 The close of the aabool ye«r o nojuded the 
 rese^roh -■. d^anaton with experlmeat fire, however, 
 new plans for the opening of eohoal "in Septei^ber were 
 forff'ui^^ted «id the exoerifnente vers pushed foirs^ird on 
 ft laore ocHsprehenaive b^^ele* 
 
 The b'iee of opera ti one was e' if ted frora iSvan* 
 atom to UrTwiffi, Illinois, on -sooount of the wrtter'e 
 ehonge of real^enoe. Xhroash the efforts of I>eaii 3« g. 
 Ohadaey of the Jallege of Sdao^tion of the UiJiveralty of 
 Illlr.ola, pernlsftlon was glveo the veriter h^ Superinten- 
 dent »?n. airrla %i aae the pa/ila and equipEwit of the 
 lenl iini Thomhttm publlo sehoois for ex rerlrsental o\ir^ 
 roaea, 
 
 i'f-a f ■ j.-3t step 'n the new orogran for wcf-eri'nen- 
 tat5on ^iB to m^fce ^-^ wore oaref^il .nfl thorough s»leotldn 
 of cuplla to he aeed a& aibjeots. Jonseqaently the 
 writer ■.eraonalljr adf-lnletered the Iliinvia Ictolllgonoe 
 iSKnr:in?itlon to all the puplla or the fifth ^md sixth 
 gr&dea In the leij sahool %nd the seventh and eighth 
 gr-idea in the Thornburn eohool, Jrbnna, 111 in ?i a* 
 These teats v.are glren November 14 and 15, 1921. 
 
123 
 
 Xhe Intelligonoa test papers were soorad by 
 f >ar aenlor oolloae at-'^f^nta in isauo tlon under th« 
 •upervislon of t^" writer. Unlfom? and as ftooura^e 
 scoring as possible waa obfilned b^ hurlng the assist- 
 ants first oheok each others ?.'or}r wMob in turn p/as 
 oheoked by the writer. 
 
 The aecjond step vas the aeleotloa of pupils 
 to mire up oomiw.rable groups. Two fi ith grade groups 
 and two Blxth grade grjupa were formed at the Teal 
 sohool by first piling all the firth grade papers la 
 rmk order of test saore in one pile and all the sixth 
 grade rapers in another pile. Then two groups in 
 • ioh grade vvere formed h plaolng tia ...■:v.«ra in two 
 piles thus. 
 
 lie 
 
 ~~-.~fty^a{?- 
 
 Mhk of Test 
 i'apor 
 
 5 
 
 and 80 on* 
 These groups were design jted aa groups A, B 
 
 0, ^nd D. "A" Hn6 "B" were fifth grade groucs while 
 
 "3" and "D" were sixth gr de groups 
 
 iSight j^roaps were f ortrjad at the Thornbum 
 
 sohool, four in the aoventh gr^ide, and four in the eighth 
 
124 
 
 grad9. In orSor to atoco-tpliah thla all th® papers 
 were piled in or?. ar of teat soore for eaoh sr»id«. 
 fhe groups were formed by piling th# papers fsr each 
 grade in four piles thus,- 
 
 Pile 
 
 X 
 
 i'. 
 
 . ■ ^' ■'■ 
 
 4 
 
 : Gro:j5.D 
 
 A 
 
 
 ■'* 
 
 J J 
 
 : rtuiik of Test 
 : Paper 
 
 : 
 
 z 
 
 1 ' 
 
 
 • S 
 
 4 : 
 
 ] Li ' 
 
 7 
 
 i" 
 
 5 : 
 
 9 
 
 IC 
 
 11 
 
 I^ : 
 
 16 
 
 15 
 
 14 
 
 13;'; 
 
 17 
 
 10 
 
 10 
 
 hO i 
 
 't'heee f: oaps ^mre aesi.gnsted as the 'Jhora- 
 hULYTi A, B, 3, an(3 ]) seventh gjraSe groups, an^i the Thorn- 
 burn A, B, CJ, and i) eight gr^de groups. 
 
 At thxs atfirt of tho eitpsrimentai work eauh 
 isipll v^as asslgrie,^ to Ms or hx^r "roup aiig remalnea in 
 thst group throughout the expari men tsrl perloci, 
 
 large charts wore pror^rs;! hy tho 'vrlter'a 
 atssistanta ^Jio rssorioi th© imraes of the pupil a in mioh 
 gro.:p by rank ordor of intelligenoe test ssore. Opposite 
 ©aoh pupll*s canjs the following tiata •/'^ere Inserted, %g« 
 in years aad months, the tc8t s.(iOx^, am\ lrit«lll?r@no0 
 quotient. From thss^ ahsrts it waa posslMa to Ti-tah 
 pacil for i>U;i3 tha various groaps l>y t&st eaore, intelli- 
 g«r»o© qaotient, and storonolO|io=iil age, ?M8 prooe^Sare 
 ©liJsiKater; the aiffertmoee in nar»b@r an3 ability 
 between the groape 
 
125 
 
 wMoh existed 
 
 in the Eranston experiments. 
 
 FartherDore, it made poeslble the ea«7 elimii^tlon 
 froa the groapsA those pupils «ho vere oppoelte pupils 
 vhose absence daring the memory test or origiml test 
 onbslanoed the number and ability of the groups. For 
 examile, if in an experiment using two groups w© 
 found pupils "c", '*r*, "g", and 'h" in group A vore 
 absent part of the tins, the corresponding pupils "o**, 
 "f"» "k". 8in^ ''^'* in group B would bo counted as 
 absent. 
 
 ThG ^riglr*al nianbnr cf pupils in each group 
 vas as follows; 
 
 Lo3l . ohool 
 
 HtJinber of pupils 
 
 Group 
 
 Grads 
 
 34 
 34 
 36 
 36 
 
 A 
 
 Y 
 
 B 
 
 ▼ 
 
 
 
 71 
 
 fi 
 
 YI 
 
 Thornburn School 
 
 3S 
 38 
 32 
 42 
 42 
 4£ 
 42 
 
 A 
 
 711 
 
 B 
 
 VII 
 
 Q 
 
 VII 
 
 D 
 
 VII 
 
 A 
 
 Vim 
 
 B 
 
 VIII 
 
 
 
 VIII 
 
 P 
 
 nil 
 
 Table 13 • ^e arrangement of pupils per group 
 per grade in the Leal and Thornburn schools, Urbana, 
 Illinois. 
 
126 
 
 fwo laethodb were u.^ed to iriamr© the re- 
 iialjiiity of the uiotaoua of uain^ p»raliel grouf« 
 
 in the Urb.rui ex/orifueata, I'irjJt, the groui© ere 
 rotated from ©x< eriaent to ex; rUmnt ao that each 
 group would recieve a different method of present^vtlon 
 and second, uli of the experiments, with the exceftion 
 of experiment a 8 and 14 were run In duv»ic.tte ia 
 
 £^riOtber gra^d© or scrxooi 
 
 Aii of the fiifna uuea in the UrbciO:. ©xper- 
 isents ere ; roduced by the 3ooiety for Vleutd Muc- 
 ^tion, incoroorcit<»d. On the roeeii t of e oh fli» the 
 writer Ci ref ully tirnvd tlto fiirr* Oi*)-tiaiA by o^jtion und 
 soene by ecene with ^ ato?. tv tch -it .^ wet »; eed for 
 e ch fiia» i'he fi .ae >^ere of different length «d 
 this fact ia rcfieoted In the different lengths of time 
 devoted to the .f,reisent lion eriods, Bs^e-yer, the a-eod 
 set for ij. given flioa .';>b not neoetta^riiy the cjeed a®t 
 for Mother* itenoe, .ioiae tils^ ^yero projected ut ^ 
 Slightly Blower r -t© th-.n otherii. fhla finctu tion in 
 the r:^te of vrojection fnm tilm to fJ^ia w s3 ureiy 
 arbitr-^ry but the r .te of jTJJ^tjt'i^''' ^<>^ ^^"^ filver filr. 
 wrB fixed i^nd strictly dhered to by the o? er-tor. 
 
 2he proportion of time sf ©nt on different 
 items by tne fliaa wa© thias acour-toly deterKiced ai d 
 the orui instruction guided nccordlngiy. 
 
 \ 
 
127 
 
 ?he projeatlon rooc^ at the Levtl sahool 
 «^s the sixth grade room usei fej the pririal^l of 
 the ©ohool. Miss v«iiey« It was «qaipp«}d with a 
 Euslin aareaii and Qg^q^a& wliiSow shadas, th« pro- 
 jection distafiOQ "bQiug aViout £0 feat. At thta ,1is- 
 tario© tha ptcsture was vsr^^ -nright and ^ithis the 
 raiig© of th« 7iisian oi" 9v«r^ pii^il in tha rooia^ 
 
 The projsstion rooms at the fhor^bttim 
 eshool wore two in riiimhor. A s^all assesfel^r hall 
 ssrvaa as the projootlon rooss for ths expert'iisnt six. 
 It was equippoa with opaque sh^iides doubled and a 
 silvered aoreeii. Tba projection distance was 34 
 fe©t. This roojs was beiBg used as a regalt.r olss8 
 room on aaoount of ths oro^died oon'Jitions of the 
 school. 
 
 The ©ecoBd Thornbam project ion roorm tma 
 the geography defsirtment*® eishtfe grade olsss roo®. 
 This ^^5,3 aseii for all tha exj^srltiDeiits I'^rfornj^S ?it 
 the fhomburn ashooi after experlrrcent sis. tho room ??as 
 long ftad imrro*^ an i etjuipped ^Jith doaMs opaque i¥in- 
 aow ah^'les an-.! a speci&lly prepared ssi^Sln sore^ja. 
 The projsotsozi aiaitarice rog 2H feet. The iJi5Sge was ver^* 
 bright xuider saoh oonaitlons. ?h® soreon wag within the 
 range of virion of ®very obq Ik th« roora. 
 
^e 
 
 The Thornhora sehool m^m eqaii^pea with th« 
 Keyston© 600 c^et of sildoa &Bd etereogrsf Jia «rhloh i^er© 
 u. ©4 #xtensiveJLj in <3oimection »ath ta© g^ograjiijy iMl 
 histroi' closes. Ileace the puj>iii« in the Biortiboyn 
 groepii hiid fe©«n trained in.th© teoisdique of ie^raing 
 from pictures. 
 
 The spirit of iiaa^ cdeperatioa whieh the 
 aplls, to chers, t^M . ri«oip:iX» eviaenoea in th© 
 i»e&i and fli^riiljorfi school exieriaiecta oertaifily ua» 
 gared sell for th© saaosess of the r®8e rch. 
 
129 
 
 PHOBiaSL The writer aalootad an aamlnie- 
 
 tr-itlvsly easy oxperlmont to 3t'4rt the research In lir- 
 baria knowing th it initial saaaess ras aeaireable. The 
 fourposQ of the exparirsent w>a8 to show the relationship 
 existing between the informatioi^ gained frons (a) tv.'O 
 eho in^s of a moving plotare film and (b) one shovrlng 
 of the sar?is fils durlnj? wMoh or ul explanations were 
 given. The orul expl-sn^tion wig given while the film 
 was running and i?hila it v?aa stopped at «ich soe&e. 
 In other words this experiment '".ttempte i to anisv^er the 
 qaeutlan of '.whether or not it is rnore effeotiTo to stop 
 i fllr. ^ni talk about it luring the o urse of its pre- 
 sentation th:^n to lot it tan straight thru ^--Ithout oo?n- 
 ment or stop. The uuo of the Asserioan portable nrojeo- 
 tor ffiide thla ai^aaparlaon passible. 
 
 DSSORIFPIOH OF THIS EXPiiHIM.3Jfr. (1) Subjects. 
 
 Oroups A and B of tho seventh nrade and 
 groups k ind B of i. he eighth grade ver© soleoted to 
 act in tho anpacitj? >f sabjeots. 
 
13u 
 
 (^) roplo. The fllra salected for axporl- 
 
 ment six was another history film with tha title.'Ci inals 
 In United iJtatos History." 
 
 (3) Preaentation of the topic. On November 
 
 £9, 19ri, groups A seventh s-nd eighth grades wore isarah- 
 Qi into tha asseiably room ind seated in front of the sc- 
 reen. They were 3lvan the following instraotions by the 
 writer; 
 
 "Today yoa rill lo'l.m soiriQthlng 
 of the story of tha Innaenca of can- 
 als dn United dtatea History. The 
 flltn Thloh I ira going to shov-- will be 
 run thra tv Ice. ?'iy strict -ittentl on 
 to ever^ thing you see for you will 
 be tested ft tha and of the poriod to 
 find out what you have lo'irnei." 
 
 Follov.lng these Inotruotlons the f^roaps .ore 
 exposed to two showlir^e of the filra, e-^ch showing oo- 
 cupying fourteen minutoa, Irameiiately following the in- 
 struotlon period tho te^^t wua Hdm'nistorei. 
 
 Oroups B seventh and eighth grades v/ore nvirch- 
 e^ Into tha issenbly roon -jid seated In front of the sc- 
 reen. They were ^f^lven the following instructions; 
 
 "Today you will le&rn something 
 of the Story of tho infl lenoo of etn- 
 as on Unitel States flietorjr. the 
 film which 1 -.ns goin^^ to ahov; you vdll " 
 be slopre.^ from tli«o to time so that I 
 can diacusa v.ith you the story of the 
 ftlM. 
 
181 
 
 Pay strict attention to er^r^? t-'ing 
 70U see ind hQ^r i'or joa ••?/l31 be test- 
 ad at tho end of the period to find 
 out what yoa hare Isftrns^,'* 
 
 FollovJing tnea© instraotlons tha groapa i&©re 
 ahovin the film for twenty-eight mlnates whloh was stop- 
 ped daring each saone ^nd at the ''t^^ibles*' (see aatlln© 
 of the film) during whioh the writer «xpluinef- the 3ig- 
 nlficjanoa of the tat-.terlal at hT.nd. The Inatruotlon per- 
 iod was followed by the test. 
 
 i'hs oatline of the film by oapti ms is ts 
 follov a; 
 
% <i W Q ^ FIX ! ■ ^ ■ 
 
 History 9 
 
 qAllAli ir UniT;^!? ^Ts-^^^B rriETOHT 
 
 Chicago, HI, 
 
 Foreword : • 
 
 Th3 purposaa of tno reel on oanals ar© to show 
 the intsreiiting aiiaavijas in type an*^ dimsnsions whloa tb«j? 
 andorwent, to frmko olenr their i!rvort*-,r oe iXi car .^OTiircsras, 
 *tii(l tc point Oiit th* jfoi Atioy.sMp o:f aanrila to the .srorth 
 and tfevelopmQnt ox oar ooantr^. 
 
 (ii ties underlined) 
 
 Motion-plct'irgs pi oxen haalln;^ logs; of dog-dra^m wagons 
 
 States whlob '.v^pre- "baj.} t /.ip ^ It-h the he3.|) of oaaals 
 
 Ar;_i'nni:«1 .T.^p: 3ho-vlns nar^es and roaloa of siuiiils. A 
 tabulation shows 
 
 Hot? r-opui'^t^ort iri'jraai^od iixrj.ii~i tb^ a ra ot OHTial building;. 
 r8i:0»1340 ^ "" — " ' ^ ■ 
 
 A otual -'Gc k on i^ho irio ^la n'^i-l ^^^^a ■;a?»;an if. IQi? by ^oyaraoy 
 
 4^ortrai.fc oiT Cjiiiiton raprodaaed (Kots: oredit 'du© to 
 tho iN'ewbgrry Library, ^hloa,^o. 111.} 
 
 A.n iTv;^o ha;^l;-ir ^In ^ ■rar ooramayaial aevQlopaent begari with its 
 0:pe 33in :T in lA£y 
 
 'aSstiOtt-piotures of old-fashlonea locfes in actios 
 
 It h'>d Goot ^ clu to 8J;ip a barral of :Qo;ir froa Baffalo 
 tQ klhar).^» Tho Jrla "Oanfel "cat the bobt to '3cj' "oQBts^' "" 
 
133 
 
 Kotion-plotures showing oanx^l 
 
 A ohixin of ;jro3^:)v)roua tov/ns and altiaa grew up 1)931016 t?ie 
 oanal 
 
 Ariiraatad map: shovln^i namas and locations along canal* 
 lew York OanulB 1G4Q; aailroaas Oompetliig 1840; 
 
 ' BeTw.ii/lv!:iiiiiX ua'rials 1640; rst. l Utilr oA- ^s oorjpotln ^^ 1840 ; 
 
 ij^ew lork Bax-ge ^ax-ml 
 
 But railro'iSs bsoain© the riva,lu of cianals ua freight 
 
 oariioxB 
 
 wTotiort-piotureB of i^rei^ht oars boside w.«s.ter 
 •— "HIkT man^' sroall aan-j-ls v/ero a'barKvontfd 
 
 Kotiori -pictures :)f abandoned canal 
 
 Hov ever. rail rates huy a oonoln ugd to rlae — - 
 
 Tabal-i t X on shov.'a . ■o ^St ^ol" o"?ilp;-'.lag a '•^aa nal of v/he at 
 from Bgfff ilo to le\/ lor k" in various ^Qcxx^h bj~raiT and 
 "bj? ctaial 
 
 - — s o ttoty JTor QO ft n orfly. barge canals xtq being aaed 
 
 Gj^eat I?gw for k Staoe Barij a Oans, !^ o u:.o;-ilott3d 13 
 
 "'otiOii-piotjrQs of Ikr-f York .Ji^ato Barf'© Can;il 
 
 Ot hgr oanalg v/are built uo -wo i /l drj.3"f:^9rQua rapids o r 
 
 S b OTtBT: ^1 i S t a T UV3 s 
 
 A;iiJr,atad niapa: showing location ana setting of largest 
 canals of this ohax-acter- Cape Cod. Mjagara, and 
 tiaalt 3tQ. Karie 
 
 T hrao main typaa of canals hava in:Q,aanogfl tliis gj.intry' 
 _grov' th 
 
 •^ • i' bos e v'hi eh 9 ^' ^Y£J:L. :■':::-: ■ ■■■ar hi.j:li"'&.y s before the 
 
 3r ailro-X'^s O'^jna^ 
 
 k, , Tho ae /by v'b iah abi oa r each aea-port^j safely . or 
 avoiq obstaolae in lakes and rivara 
 
 3. "fhe PanaLTa Oari-jl, qonj-i.eai.l rir]: thf^ Atlantia and 
 ?a o i f i c ' ' 0,'i^'ean 8 
 
 The jpanam'i. O'^nsl shorceng t be , sbip route from Bqv{ York 
 to Pacific "OcTian ports "" "" " 
 
134 
 
 4nlBia.te4 fe&p of %h@ i^jisaas 3oao, ana principal 
 
 points enrout*. Afiiw%to5 5>.vp of s^e^t^rn h«?rJsT;-feor©- 
 aho^^ln^t TontQ fror. f^«w Xork to vi-^^c ?i?arj.;li-ico vS^i 
 3% pa Horn . 4C to aC^S'a^s: yja 0^:^i-;al. JF to f.C , fa^a 
 
 It sayea freight a^.censa ^-^3ro3s the g^ilt^>3 Stat^a , 
 
 ai^rfc- :^o,vt if s hit ir,, IGO lbs. _ir:^a ?i9v? York to 
 
 Hates yja canal a&ye , l/5 tha soat _;b ^/ ys ll 
 
 inis^toa ^ip- showing csnaj rout® via E^ausa; rail 
 rotate aortas ooritijient 
 
 Other --^reat watQrt;&:?s ---ra rlarinad xor ■ur-.^-j.j' deyalor-faarit 
 
 Anini^itad »2%|>- of uj-tt-^i-J Stat. -a nn-i Ckias.d'i» @h 'iv-;- i ng 
 propossa rotitee o f Xai;oa to ^tilf ^ o.t _ iJax.X30 ^n^5 
 
135 
 
 (4) The Tests. At the end of ei^oh in- 
 
 struotion period the papila s^ere glvon atest hiioh hnd 
 been mfide out by the v^rlter's asslstaiitd. i.h8 test wjs 
 two fold In nature oalling for responses to quastions 
 and the dxi-wing of niaps. 'Xhe teat whs miiEeographed, Be- 
 fore taking the test eaoh group received tho following 
 instructions; 
 
 "First write ^^our name, sr'x-le, 
 date, anrl home teao h^^r on erer^ s^ieet. 
 then ?tn3¥ er the qaestions jast ae i^.- 
 pidly and as aell ^s ^ou aan, Pat 
 ;i?our iiiiBwer in the blarsk spaces pro- 
 vided, jfou will all be given time to 
 finish* V. hen you are thru ^.Ith j'our 
 tost fold the throe sheets tOrjether, 
 thrj. the niddle, and bring it to the 
 table here." 
 
 After this first test a raeraor^s^ test wae gi- 
 ven tho four gr ups iJeoetnber £0, 19fcl, three weeks la- 
 ter. The raenory teat was exaotjy lifca the fir. t teat 
 in ©verj respect. 
 
 The oilgin^^l toat pivjoxs find the ffiesiory test 
 papers were scored by one of the writer* a asaietanta. 
 Two months Ij^tter another ^.asist&nt checked and resoored 
 the puners. Differences in scores woro checked ,^y the 
 writer ^^nd a fin'*! score thua secured. The questions 
 ami oorreot answer score liey follow; 
 
136 
 
 1. 'iov, did early settlera aarr^ their goods and 
 fralt'ht from one pi ae to *nothor? 
 
 £. i<hat sas the troublo ^'ith this 9"«rljr kind of carry- 
 ing tnlnga as ooia|»r«^ to moclern methode? 
 
 3. V'ihy rare tha firat O'inala built In this oonntry? 
 
 4. N-iae ind locate on ^oar tn .p five of the ^rly o inals* 
 Show the pi 130 /hore the o^ical rune by i line, 
 
 5. Most of the oirl^ om'ils r-er© oallt betweon the 
 date 8 ^t • 
 
 6» .hat ffifaoas cun^l ^-aa built by Sovornor iie Witt 
 Ollnton of New York? 
 
 7. On V hat dnte did Governor Clinton dtart to balld 
 thla oanal? 
 
 8. V. hen was this Cinsl aomplete-'? 
 
 9. If'ihat Is "i o.n'.l? 
 
 10. How dees a o-ifi-l help ;ho development of the re- 
 gion In whloh It Is built* 
 
 31. JIovs,' raaoh didi It cost to dend u barrel of flour frora 
 Buffulo to Albany before the oanal was built? 
 
 Ic. Ffov raaoh did it oost to .^end /i barrel of floar fi*om 
 Buflilo to Albr.ny by way of the o^mal? 
 
 IS. HsAiae four of the prosporoas tovrns that grew up be- 
 side the ^rie ounal, 
 
 14. Imt io V look in 'a oanal? 
 
 15, Jeacribo ho- a look operates. 
 
137 
 
 16* i.hat liifludnae did rt^ilroada hfive on the use 
 people mtide of oanals? 
 
 17. How muoh more does it aost to send things b^ 
 railroads now than by canals? 
 
 18» How feae this faot Influancea the building of 
 oanals? 
 
 19. V-hat osn^l was iKiilt in 1918 tn one of our iVist- 
 ern itatea? 
 
 £0. '((h&% three klnda or types of oanala are there? 
 JS'xJtiQ an ©xaraple of eaoh. 
 
 £1. -hy vGs the ^i»Ba aanfil ballt? 
 
 E2. On the back of this shoot drar a map of the Pan- 
 ama can^.1 ahovi-ini^ the lo<jation of the Ourlbbean 
 a ©a, Panama Oity, i'^tun, JolebrH Oatt and the 
 Paeifio Ooean. 
 
 £3. How mush less does it oost to Beiid things from 
 Hew York to 3'in ^ranciaoo by the ?;naK!a Oanal 
 than by railroad? 
 
 £4. lame two new canals whioh are being planned to 
 be built. 
 
138 
 
 Sangole of map used 
 in test. 
 
 HnMB 
 
 iB-l^ffVB 
 
 Te.qcf^^^ 
 
B. R. BUCKINGHAM, DIRECTOR THE UNIVERSITY OF ll_L.INOIS WALTER S. MONROE, ASSISTANT DIRECTOR 
 
 COLLEGE OF EDUCATION Educational measurements 
 
 BUREAU OF EDUCATIONAL RESEARCH 
 URBANA, ILLINOIS 
 
139 
 
 (1 
 (1 
 
 (1 
 (5 
 
 (£ 
 
 (2 
 
 (3 
 
 (1 
 
 fl 
 (1 
 (1 
 (4 
 (2 
 
 Ans^vor key for experiment six. The num- 
 ber of ;-ointB ore lit 'iron for eaoh ma- 
 v/er is indiouted to the loft of tha qaes- 
 tlon in braokets. 
 
 1. By oxon nd wa^jons. 
 
 £;. Too slo^ and laborious. 
 
 o. Too make travel .nd oont erce easier, 
 
 4. (One point for e^oh e a.al oorreotly locnted 
 
 on the IB tp, ) 
 
 o. 3 3£0 1840 
 
 G, irie 
 
 7. 1H3 7 
 
 B. 18E6 
 
 •j, A -nl Is '^i \'';Ht9r w-iy for boats clug by people. 
 
 3 0. Helps (a) ciommoroe, (b) trade, ivrid (o) travel 
 .nd (d) buildo up oouritrj?. 
 
 11. jlOmOO. 
 
 1£. -^ .30 
 
 l.v. Biiffalo, lookport. Hoc ester, Troy, Jtioa or 
 Syraaucje. 
 
 14, A look is i vl'ita in a oariil -^iloh holds back 
 water, (1); so that boats cin ?*o up or down 
 hill. (1) 
 
 (£) 15. It is OT)or,>ted by gates (l) vhiah open y^nd ;^hut 
 lotting wnier flow if, to ipirtmentB be! or rfiiB- 
 ing the level of ihe watnr and *'lth it the dtiip,{l) 
 
140 
 
 (1) 16, Hailroada decs.eased *vh« aaa of canals by 
 shipping goods cheaper. 
 
 (1) 17. One fifth s?o re. 
 
 (1) 18. It has lnsr«a8ad the building of oanale. 
 
 (1) 19. iret barge cuna In Sew York. 
 
 (3) 20. (a) water highwajra (b) fevold obstaolas 
 (o) Panama o^n^*l oonneotlng ooe-^ns. 
 
 (1) £1. :>hort8n rottte from New York to San Franolaoo. 
 
 (5) l^. (One for e^oh aorreotly looated. ) 
 
 (1) L3. One fifth less. 
 
 (f) £4. (h) L'lkes to Salf (b) Likas to 5t. lawranoe 
 river to A tl in tic. 
 
 In quostion 1© one point waa given If papll 
 gave any one or all of the f^xir a, b, o, d. 
 
 In questions 14 and 15 one point for each part 
 of tho -xnssvGr was glran na indloated by the figures (1) 
 in brncketB. 
 
 T'r!2 HiSS'JITS. The r esults of experiment siK 
 
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142 
 
 An 9xarain^iti on of tiibla fourtosn aho^^-s that 
 tha filrn-tfil-s -;;roip B rs-.'i tha hl,3h3r zaova or; the qu«8- 
 tion, PiHp, y-nd total aocres in the ssTsnth grade, This 
 aitui^tioij is ra^era'-Jd in the eigath j^rade ^-^hsrs tha film 
 group A laude tho bi^^'^er ^3o -e In the ea^atlon test and 
 total soor«« 
 
 ?ha cJiixor>'?rj30 'betHQen the groups in tho aeven- 
 oh t^ruue irf greuta? than tha dl ixorence batrroec the olj^hth 
 gr&'3« i'roiipo. In tihs rnap s3Dr« th * sevsnth ^ra;i« ?iroup B 
 ia over tv^o t5.!;u3>3 highur than tha flla group A, an^ twioe 
 aa high as th« tsaoras aia<5a by tha tro eighLh ^r&de groiips* 
 The tRo jl-jjhtb grn.'a /^roupa nada t,ho aase acoro iu th« 
 iB'jp vi'orl'.., 
 
 Ths rtssajvis of the ori.3lri.'il t«jjt in esp«r!lfs<?iit 
 si^ at lt'':.et yhoi thut tH<j jaathod ol" talking ?!rhile tl5.« 
 fllas Tfcvs riruM'e or fhiio it v-is .etopptiS v.'&s a big advan- 
 tage to tho sover.th ^Tuiavsi an . not so groat a il8V-3vantagt 
 to Iho oi^hth ->i"iuOi-^, 
 
 Th-3 ffiG-3or,y tsat 3oor-;s lr.:,i<3?*5s that, tho eighth 
 Sr^-^6 ^i'O'-ips were -jUq to resale l-sas of the isfitorial tl^n 
 the sorenth graders In terERs of the reaiiual soore in groups 
 B tin-i tho psrsect ji 3 5ys i'or all groaps* In map work the 
 filE groupa resl^Susl s?ort» 1b .11 poiate --r 19,6 peroent 
 higher th&ii thfi film-talk ,y-roup in grade eight. The r:«Bioxy 
 saore made hj graje sevaa In Tip s'ork ahovts a galB of 77« 
 for graap A anl ko losss 
 
143 
 
 for group ."»• The aoVanth grade sroups either, \^6re 
 more Interested in the experiment and ware rnotiv-iteil 
 to oheok up their vi'ork, or were giren aorae isHterliil on 
 oarala in ciasa «ork daring the Interim. Sit her fac- 
 tor would aoooont 'ilso for the lower memory loss in 
 the seventh grade as oouipj.red with the eighth grade. The 
 differences in poroents of loss between the groaps 
 would indio&te that the introduction of oral mater- 
 i'il lessened the permanensy of the impresBion* 
 
 i Qureful -^nalyais of the an8»?ers hy ques- 
 tions for eaoh ^roip f'-llei l ) rore^l • ny interesting 
 fnits whioh would thror fid iitlon- 1 ll-;ht on the re- 
 salts horein txbulat<9d. 
 
144 
 
 i&pe rime nt ?• 
 
 ^OBLsai, Th« aoausaolatlon of data from 
 th« first six axperlm«nta 3 hvo avidenoe that tl» film 
 8lttt?ition was not as effectiVQ /^s the t«aoher aitaa- 
 tlon In t»:i3hlns map vjork. Sxperlnant seven «^as or- 
 ganlaod for the purpose of ^> owing whether or not the 
 single projection of a film oontainlng a alv-rt differ- 
 ent frcwa sny nap herein reported would be more effeot- 
 ire than the teaoher situation in te'iching the a?iroe In- 
 fora^ition. 
 
 DSSaHIPTIOB 0? tas SCPSRIK&IJT. (1) aabjeots 
 The aabjeots Belested for experiment a&r&n 
 
 were the ^oronth an3 oLfihth ?jrade groups and D in tbe 
 
 Ihornbum echool, 
 
 f£) l?opi3 . The film selected for ©xperl- 
 ®«Bt seven was entitled, "Waste i^iswosal in 31 ties-** 
 fhie filns on sanltition was oonyidereS one of the test 
 produoed by the Soolety for \risaai Sducation. The 
 charts in tho fllia were the snissated s^irtoon type illas- 
 
146 
 
 tratifij the proseea of waste HapoeJ fter th« pro* 
 3es3 !^d b«en dassrlbed vlth aotti>\l piotorfis* la other 
 5r"srd8 th03« aharta aataa'^rissa the first h-*lf of th« film. 
 
 The writer copier's the oharts airaot frois the 
 filET h^- throwing the film frame loairei thr^i the projo^i^. 
 or § a^'O • 1 irge s^!t© oard honrd, 
 
 (3) Preaortt-ition of the tor-io* On lorambsr 
 iiOth, 19£1 groap 3, seventh /^ra^e, «He as. ornblaa in the 
 geogr^iphjf class roos «^htoh wus ased for the projection 
 rooia. (oee above F>i^e |2.*1 •) T>^e following inetruotions 
 ^ere then j^iren to the srroap; 
 
 "Today you vs-ill loirn something 
 of tho story of wxsta disTios-'Ja In 
 our cities, Fir-^t I '^.ra golrg to roifl 
 1 latter t > you srltten by the r-nn «ho 
 amde the filE, ?--ij atriot -ittention 
 to evor^thin:^ y ni eoe ana hear for ^oa 
 »ill ^e ^Iven -■. tost at tha end of the 
 period to 11 nd oat what yoa hive loamaa.^ 
 
 TH® firiter than road t^.e following lettar; 
 
 
 i>ear CJhildren: 
 
 long *igo ?i^^hen oeoplo lived far 
 from one anot^or, tha prol>larr. of dlsr.)©- 
 
 in$ of waataa '^jelonsad to euoh fi.csil^-, &s 
 it still does tG oaantry sjactiona. But 
 
 riov; t'>-:vt wa l!vi5 in alosely oattlad to?/RS 
 
146 
 
 and cltiQs, It nitarally follow a that 
 the town or city must t&ke oara of tha 
 wuBtes* 
 
 In the piotaro today I shall 
 show yoa how this Is dona, You will 
 sae how tho waotea from yoar hoasos .re 
 carried av?a^ thru big sevi^ers and dis- 
 posed of by the oity, In&glna what &n 
 ttndertuklna It is to diapoaa of isllllons 
 of gallons of eewaga eT©ry d&yj Oitias 
 do thio in difforent ways. If yoar own 
 olty is on the saaooast, the savage is 
 prohahly tamed into the oconn. If yoti 
 live on a lako or rlvor, the sewage nay 
 ho turried Into the water directly, or 
 it may he parlflod firsts 
 
 Sawaga disposal is one of the 
 t^ inrTS v'hicjh your 3ity ,?»overnnierit does 
 for yoa, and just one of the nuny "ays 
 in vyhloh year aity la giving you the 
 hast oh^ince to ^row up healthy and hap- 
 py. The ohil'iren in the picture v-loh 
 that you could aoo tho eautiful atra am 
 ^h9re the purification of their city's 
 aawaga is oompletocl, aid catch isome 
 fish and tadpoles vpith them. t'hay ;!oin 
 Bta in sending love to you. 
 
 0. K» Turner, 
 
 l^Sisachusetts Institute of Technology. 
 
 After tiie letter was finished the film \'ra.& sh xvn 
 to group for t.velve minutes. 2^ie film outliac h; captions 
 f ollowfe : 
 
147 
 
 S H L F I I. I^ J> 
 WASTii; DI3I'QSAJ. IK 01X1.^3 
 
 Prodaoed by 
 
 Society for Visual Education, Ina. 
 Ohiaago, Illinois 
 
 Arranrred and direoted by O.ii, I'umer, 
 J&ssaohusetts Institute of TeGhnology, 
 
 Foreword; 
 
 The purpoae of tho reel on the disposal of waste 
 frora cltiaa is to point out the various origins of waste 
 material, the v/ay in v;hioh it is oolleoted, and th© two 
 satiaf-ictor.y nothods of its disposal. Both employ natural 
 agenoies; tiia firat, tha tidas of tho saa; and the seoondi 
 bacteria. 
 
 (Note. The Illuo-urations 
 are talc an direct frora the 
 film. ) 
 
 Outline of , Content a 
 
 iTitles underlinoa; 
 
 Vi'aste cprnoa fron the housa 
 A pioturo of a typical houue. 
 
 Zrom the sink, waahho^A'l. water- c loset^ bathtuh^ refrir^^er^ - 
 tor , lind washt ub 
 
 An ax'ohiteot's drawing of a houee in cross-section, 
 
 ing how the planbino is installed. (Soe chart one copied 
 
 from the film, page ) 
 
 It flovv's t o the street sewer 
 
 A picture of a street and three buildings taken from above, 
 follov.Qd hy a diagram ahov;ing the house cewurs entering the 
 street. (Soo chart S. ) 
 
 Fro m st re et sowars to colleating sawor 
 
 A picture of a saction of the Boston shore front, followed 
 by a diagram showing the Btrcjot s&nqtb running into the 
 Intercepting sewer. ( See chart 3 page ) 
 
 BoBton sewage is collected in tanks at Moon Island... 
 
 A panorama of the collecting tanks and gate house «t Moon 
 Island. 
 
148 
 
 The tanks and gate house 
 at Moon Island 
 
 ana stored imtil the tide begins to go out, v.hen It 
 
 IS aisGn--^r3ecr 
 
 A picture of the outlet pipe through v;hlch the sewaga begins 
 to flow, pouring out in a torrent which the eye can follow 
 far out into the bay. 
 
 The aev/at'e going out 
 with the tide. 
 
 The Pity of Brookton is not near the v/ater 
 
 Its sov/age, therefore, must first flo w down to a pumping 
 
 A picture looking down on the pumping station, vvhloh is at 
 the lov^est point in the city. 
 
 Hjectrie pumpa send it three miles beyond the city to a 
 purl float ion plant ~" ~~' 
 
 The electric pumps in action, 
 
 . ..» throur^h a Rreat pipe 
 
 A section of the se%'er pipe, showing its sise by allov/lng 
 a little girl and her father to enter the picture. 
 
 There it is sprayed upon a triokling filter 
 
 A picture of the trickling filter, or rook filter. 
 
149 
 
 Tha rook filter showing 
 sprays in aotlon 
 
 The rooks are oovereci with a layer of taotaria v/hioh . 
 xurif.y tho sewai^ie Uy oonvertln« the aarmral organlo matter 
 into harmless minerals 
 
 One of the rooks is ploked up from the filter anol it is 
 seen to be aoverad with a glistening ooating of organisms. 
 
 The rook oovered with 
 a ooat of bacteria 
 
 Ihen the solids "settle oat" in a big tank 
 
 The picture swings from the filter to the big settling tank. 
 
 Then the sev/a^^e flows upon sand beds 
 
 Several of the one acre beds are shown. 
 
 Sewage flowing on a 
 sand bed 
 
 The sand -grains, too^ accumulate a ooating of bacteria 
 
 Some sand is picked up from the filter bed and brought up for 
 closer inspection. 
 
150 
 
 The bacterid T iiiy "be •:vcishe d off and seen throu^'^i the 
 al ' Ji ' ost roiTq " ■ ■ — 
 
 A olose-up pictiire sho".'?s tho v^ashing of the sand, the 
 staining of the baoterla in the wash water, and the pioture 
 of the haoterla themselves. 
 
 The niorosoopio plotare 
 of the bacteria 
 
 This is hew the swage flovys onto a sand bed 
 
 The dosing of a bed v-hlch htis been rested is shown 
 
 The sewaf^e Is ^/ell purified whan it ■3 ones throa.^h the sand 
 beds 
 
 The pirtially purified sewage effluent is seen coming frora 
 the iiirse under drain of a sand bed. 
 
 Contrast this effluent with the untreatod sev?aga 
 
 Jar of untreated aewige beside j'ar of purified sewage. 
 
 The process you have seen v>'ill nov? be reviawd and 
 
 explained b^ a diagram 
 
 Animated diagram of the whole prooess of purifioation. 
 
 (See Gbart 4 page } 
 
 It is olear^ but oontalns some dissolved material . 
 
 The flooring crater in the effluent drain is sho^m to be olear. 
 The bottom over which the effluent is flowing may be ol early 
 seen. 
 
 The i^rains flo;T into a little brook 
 The brook into \vhioh the devvage flov/s 
 
151 
 
 iSfmm^.'s\ii ■- 'S-'T».H 
 
 
 jS^^^^S^^' 
 
 riiG brook 
 
 Where the aralna oomo in, there are roany baoterla to feed 
 upon the nearly puriiiea seviral^9~ --————_— 
 
 A close-up of the oollootion of water from the brook near 
 the effluent drain. Some of the water ia put under the 
 miorosoope and living bacteria are seen. 
 
 Below this point thore are single-celled animals to eat 
 the bacteria 
 
 Some distanoe down the stream the little girl and the 
 baoteriolo.^ist are shown collecting a sample. A close-up 
 shoves the completion of this task and the material is put 
 under the microscope. There follows a raicroacopic picture 
 of the protozoon Oarchesium feeding upon the baoteris. 
 (See chart 5, left side, page ) 
 
 Farther down are "miter fleas'' v/hich feod on these 
 
 Still farther down the stream the bacteriologist i^ seen 
 and in a close-up the little girl is shovn how "v/ater fleas" 
 may be seen through the microscope in water taken from the 
 brook. The "water fleaa" are shown on the screen. 
 
 Still farther dovn tha stream are minnows to eat the "water 
 fleas " 
 
 Here a boy is seen fishing. A olose-up shows him catching 
 
 mirino^'s. 
 
 fhe minnow, the boy and 
 the girl 
 
 grogs and tadpoles 
 
 The baoteriolof^ist and the little girl examine a frog and a 
 tadpole which the boy oatohes for them at the edge of the 
 water. 
 
152 
 
 The biggest oatoh vj^is a trout 
 
 The boy proudly exhibits a trout which he has oaught 
 
 And a .fev. milos below purification is ooniplatQ 
 
 A picture of the purified stream. 
 
 Acknowledgment and thanks for their valuable 
 cooperation in the oonstruction of this film are 
 given to the Jeprirtmant of Public Works, Sav/er 
 Division, of the Oity of Boston; and to the Oity 
 Ohemist and mQrnbers of the Sewer Uepartraent of the 
 Oity of Brockton, Jfcaa. 
 
153 
 
 At the oloae of the Inttriiotion period tbe 
 pttplle '^f^re Qiren g te^st. 
 
 Orou|> B, seventh grade, foilowm* group to 
 tte s«9grap]^ olasB-rooia. I'he folXowing in»truo%ioas 
 w«r« then read to the group; 
 
 "To&ay jTou will Iwsm something of 
 the story of «i5Rt<» diBpoB&l In our oitlos* 
 J irist, .T tm tiolDj^ to r>>&d. f Irttcr tv yoM 
 written by th<» man who orgsnised thia 
 uiateriel. I'?5v jitrlat sttcnt :.;ri tr. ernry 
 thing you e«e and h^Hr for you tfill be 
 i£;3.ven a t«sl: nt tl.e end of the period to 
 find oat wbat you hitYo learned"* 
 
 The Yfr5.ter then re£i<i tm 3ett«^ rhowu. abov©, 
 
154 
 
 A» Boon sa the "lettor"* was finished the 
 writer hung fire charts on the front hlaokhoard. fhese 
 charts had been copied frora t^e fllns by projeotlng •?- 
 frame of the filFi on to s Isrge sheet of oard board 
 £4x30 Inches or ^ich the writer traced- the chart or 
 diagram, 
 
 fhe writer lectured v't^e class for t«?©lT« 
 ralnutes referi'lRg to the charts at the olnts in hi® 
 leotare v^hero It eaa neaeesHry. ?he outline of the 
 leoture followljag the fllra by captions Is given belowt- 
 
 "Wnste Disposal in 01 ties.** 
 (film captions on'^orlined) 
 
 A. tJaste gjnoa fror! the hgii^ae . l^ofer c>!ll3ren ■ 
 io typloHl house b,y illustrs 1 1 on. 
 
 3. FTom the sink, waahhowl^ TVfttar-olOaet. bath- 
 tub > refrigarxtor._a>3 y"- ah tab . Refer 
 
 ohlldren to ^hart (1). 
 
 ■J • It flows to the s-'traet sev^or. Ilia .-. '.x-le 
 
 by aalllr.,;; fittor«tlon of pupils to atreete out- 
 side ivlndovj'a ®hero the ^erer pipes run unfier 
 
 ground. 41so refer to chart 
 
 Pipe: 
 
 D, FroTT, Btrrjut soA-erg to aol3 opting smiisT , 
 
 dnll attention of ohliaren to f&ct that the 
 SJsall aav^ors eapty into ^i liirge raaln sewer 
 aanning down the miin street ixi ^ oity. Hefer 
 to aharts E and 2. 
 
 '^* Boston sewa.-^e is o jllaat^a in t.^iaks ^t Moon 
 Isltiiid . Point out to children the fact that 
 
 cjitles on se.^i 30i;3t O'm oollejst the 8@v/; ge in 
 
155 
 
 large tanks fey the sea or ooeas, tanks larger 
 thas tbe olasa room or buil(3ir»g« 
 
 ^« — - ^^-nd atored until tho tida goes oat >vhen 
 It is git^ohxiTKein ^plain briefly ths 
 
 aotlona of the tide aiid how gates In the t-infcs 
 c&n open 'vhen the tido sees out takizig Ihe se- 
 wage with it far oat to sea* 
 
 S, Iha ait J of Brooton is not near the water . 
 
 Oitles --nd towns v^'hiah !.re llfee (Jrbana not near 
 a lar^;@ rlriir, like or ooean isiist use some other 
 roeans of r^ste dlapogal. 
 
 H. Its aea-g.-To. thereforo. maat flr^it flow go^n to 
 -^ , , Plf?jPl^^3 stfition, iixplain hov: aewn.je oomes 
 froK riaui-^a thri street aev^er to oollootln,'^' aewer 
 to pamping station. 
 
 I. i:3e^t.rJo f)iL^;::P3 sand It thrae rnllas bej^-ona the 
 
 olt^ to ix pariliJu-.l0E plunt — • Ask the 
 
 piipils hovv n5any hs^vo saer; eleo-vrlo paops ( 3how 
 of hcvfids). ^'oacrlbo their ictioc iin6 size* 
 
 J, t'-iru a jgro>:^t Pipe . Illustrate elae of 
 
 pipe by hoi '51 r^ hand from flo-?r. Plpo runs on 
 top of lh9 ground, or a.y rur. under the grouiid. 
 
 K» Ta9T3 it l3 tior.rvod on a triokJin?? filter. 
 iJosorlbo aajoe and refer to oh^.rt (4). ~ 
 
 I. ?he rooks =.re coyai-ed rt th u l::yer of baotoria 
 whloh parify the iim:^..;® hy 3.)nvort{1a^ the h-rFi ^ 
 fttl or^ania natter into ■.annleas mlnerqa . 
 Aefc chil U*en If ihey kno%' v/r^;t bac;t«rla nre 
 (shO¥ of hunda). iacplc.ln, Jhos that rooks 
 are k^lse of fiat or double fist and look bro\sn 
 or black rifch a glistening ooat of jelly like 
 substanoe fall of bacteria. 
 
 ^* f»Qn tho aoaida "aettlQ out*' in s. bia: tiink . 
 Hefer to ohart (4). ^ "" 
 
 ^" t'hep the S8\n. :q flowa aeon sand beds . T?.e one 
 ?iore beds jxre aa.joribad. refer to 3h>iirt (4)* 
 
156 
 
 0, Tha 3^:Kd :jr^ir5J too nLoaumalMte a 3oatln>^ of 
 buotorla/ rlgplaln thut the g'^^^gie proaegs 
 goes on in the aarid bela aa iu the rock beds. 
 Hafer to ohi-rt (4). 
 
 {Kote tho next roar O'-iptions and platiireti Iri 
 tha film (see filn outline) were not ahovn '.he 
 film group fUTKl t,his material was not toiohed 
 upon in the leoture). 
 
 Bm The prop 9- s joa have Juat aeen v ill now be 
 reviai-ajd -^nd exvjl-inad'bi a iing^rum * Hefar 
 to ahirta 3 -iiid 4 'rlafly. (Uoia: Filra spent 
 ti^o minutes on thi^ reviev/ fe/ oh".rts. Lootaro 
 took one h^i If minute to dlow for roferenoa to 
 chart 4 in M, If, 0, v, and K). 
 
 Q.« It ia ole-^r bat oontai.' s oome dia^iolvod pyiterial . 
 Kef or to ihart (4), 
 
 H. Vha driins flo^^ into -. little 1:^00^. 
 Hefer to ohart (4). 
 
 3» v.hore the dr.tiris ajrna in uhere -:re ri'-.n^ b-aotoria 
 to foot ufion the tie -rly parifioJ g>tnv ..^e . 
 axpl iin th'it prooGsis?. ijoes on it brooks. i^-iC t; o r i i 
 drivrn on boird, 
 
 X. '>el07: this point there ure uini^le aelled unimuls 
 to gnt the bnoteria . 
 
 :<of(ir to ahax't 5 loit half, 
 
 U. l^-irt'MQr down are "v-ater floas" '• jch feed on theo el 
 Hefer to ohart 5 right aide. 
 
 ?, atlll fa.thor doxvn the atranin are CiinnovTa to eat 
 the "^:at9r flo a8" T 
 iispluin and aontinaa ator/-. 
 
 ^» ^ro;!3 i^nd ta,a ]K)les , 
 
 X« rhe bi? ^ ^-;o3t au.toh vi?a3 a trout , 
 
 X. And a few alloa boloy» purifisation is oompleto . 
 Oonolaslon of Sitorjm 
 
157 
 
 fhla outlin* of the laoture was fashioned 
 after the film outline to sake t»j« two paraliel aaoh 
 other as olosely ae possible. The film ??s8 timed sap- 
 tlon by caption and scene by scene by a stop watah In 
 or^er to determine the exaot amount of eaphaelB plaoed 
 on e -oh item. This serred as a baeie for the org3ni«si- 
 tion of the iec ure in terms of t're araount of tinje to 
 be spent on each item. 
 
 !Che following photographs ^ere nsde directly 
 fruffi the five ohartd used by the writer in te?'.ohing the 
 oral-ohart ^roape in experiffient seven* These oh&rts 
 were oopled dire Jtl^ fro® t^ film, a deaaription of 
 each ohart aacompaniss it. The reader Bhould aomi^re 
 these ah^irts with the traaln^s shown on pa^es/lg-Z^/ « 
 
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163 
 
 Groups V and ]> of the eighth gr^de Thorn- 
 buns school recsired their Instruatlon on the after- 
 noon of Sovember 30th, 1911. Sroiip 3 was the film 
 group, 3roap U was the oi^l-<shart groip. The Iri- 
 strttction for e.«iOh groap was jn axaot duplloation of 
 that given to groups w and ^ of the seventh grade. 
 
 ^^^ ?''i9 testa . Igr>edi&tel7 after eaoh 
 
 period of instraotlon tho foar groups «fero tested by 
 n. mlraeo^r'iphed three fold eat prepared by the p^riter's 
 aaeistanta, ?h« writer h^id not soon the test previous 
 to his le^t-ars. Before HdmlnlBterlng the tests the 
 writer's iSi-lstanta read the follosring Instructions to 
 eaoh .^^roup. 
 
 "First v?rite your nntre^ ^rside, 
 and home teach ar on every sh et yoa 
 use. 7hQn unewar the que^tlona ^aat 
 as rtpidly ind as "a ell hs you can. 
 Put ybar ansv^er in tho blank, spaces 
 provided, Yoa win all be given tlffO 
 to Xiniah. ■■hen yoa ura thra with 
 your test t\xm the sheet ovor on your 
 desk,** 
 
 rihes this t03t was finished each i.^pll wna 
 given i blank rlese of paper for h spontaneous composi- 
 tion test, i'he instraatiaas given for this test follow; 
 
164 
 
 "?l£6t writ« your bsib*, grade, 
 aad hoiM t«eoli«r on this slieet of 
 pep«r. When that i& doiu» write all 
 jToa cai^ resie&bar of the story of 
 vVsste Di&pcsal In our Qitiea. ?au 
 ■^li ba girsa tl;sg to fiaiak, ,lien you 
 arc throt^h "yitsh ^T^iir cGEii,.-osi.t.ioiie 
 fold thd two sibaete together through 
 ib© aidt?ie and IjjriGg them &o the dfeafc", 
 
 Shia test ealied fo? axLswsrs to quest ioas« 
 reproduotioss of charts, end a eosspoisition. &aoe, it 
 is oalJLed a threo-foXd test* Ihe ooopositlons proved 
 to he of littl<5 velno heosnse they ^ere ^ra-itten after 
 the p'Q)ilB had refreahed their aeaory by aitewerlng the 
 qaestione* 2he oo^osition test ahould have oo£»e first. 
 The papers t/ere soored twJLce, The seooud ueoring.iserTlns 
 •0 a oheGk on the first,waa done hy n eeoond assistant 
 ten weeloi after the first eoorlnij f?as completed. 
 
 She oompoeition test v&b scored in terms of 
 the nuriber of correct ideas reproduced. One point ms.& 
 glTea for each itea. In order to secure unif orraity of 
 Judgment am to vhat were correct ideas the writer trala- 
 ed an assisi^ant specially pioHied for this work vrho moored 
 all the compositions throughout and followed her own 
 standard* ihese scores mire oheidBed hy the writer an& 
 thia sAvm aaiiistant twelve svoeke later* 
 
 '^he questions used in esperimeiit seven and 
 the answer l^ey follow:- 
 
165 
 
 !• From what plaaes in the hoaae Iqqs the v xs^-e oomet 
 
 £• \ her« does It flow to frora the hoase? 
 
 S, vhero does it iTO to rext? 
 
 4* Soston a«wage le oolleoied in ? it Moon Islfiiid* 
 
 £)• v.hen 18 this go13 acted sewage disoharg«d? 
 
 6* Ho^ does the Jlty of Brookton iifier from Boston? 
 
 7. ^ihera gsiiat the sewage of the olty of 3rockton first 
 flov to? 
 
 3. B^- what means is the oewi^e of the city of Brockton 
 sent aw ;y? 
 
 $, her© is t.his sewago aent to? 
 10, Vhero it is sprayed upon a 
 
 11. Hov: ia the hsirmfal or,pinio natter Qonv-:r%ai into 
 ha rale SB minerals? 
 
 ir., flow do the rocka v^hiah are oovareti with these or- 
 ganisms look? 
 
 IS. here do tha solids aettia out? 
 14. fhen the sawage flows ■■ifon ^ 
 15# hat happens here? 
 
166 
 
 16, How do 98 the sownge 10ok when it leaves here? 
 
 17, VVhnt does it t^till oontsin? 
 
 18, The selvage finally flows into a . 
 
 19, Here it la further purified by « 
 £0. These are b y single oelled inlmula. 
 £1» f'hat feed on these? 
 
 22. These in tarn are eaten by which the boy oatohes. 
 
 £3. Wskkt R aiagr«ira on the baak of this sheet sho^/ing how 
 dishwater paared into the Ui'^ohea sink v^oald go from 
 plaoe to pi'iae until it reaohea the ooean* (Boatonl 
 
 £4, Show in another di&;:r^^Tn hos? waste oon'nji from ;;n in- 
 
 Isind C3it,7 hone foald 50 until it re'ijhQS its deatination. 
 
fbe point valao of o jh qaostion 
 Is placed opposito the question In brac- 
 kets. In oasatlon o.e, on© point vas 
 gir«} for e'lch Item ©numerited. 
 
 (6) 1. -ilnl:. v7-;.sn borl, •- ter cloSGt, P' -th tub, bath 
 tub, relriger'itor, 
 
 (1) t. To the hoasd aev?er. 
 
 (1) 3. io th© street sewer. 
 
 ( 1 ) 4, In tanka, 
 
 (1) o. vvhon th3 tide goes out. 
 
 (1) 6, It Is m Inl'ind ^Ity, or 
 
 It is not oc the 8e?i (or ooean) 
 
 (3 ) 7. To the punspins station, or 
 
 To the lor^e oollestln^ sewer. 
 
 (3)0. B^ a panjp, or In ]ar5« plp«s. or by maohln<=»ry. 
 
 (1) 'J* To i purifioatlon e.tation.or u purifij?iag plant, 
 or plaoe whero It is pari fled. 
 
 (1) 10. A broken rook bed, or rook bad. 
 
 (1) 11. B^ tho aatlon of b jtarl'- , or Bacteria foe;l 
 on it, or. By baateria. 
 
 (1) IL. Brown and sllnay, or blaak and dirty, or a 
 
 coutlng of ^elly like aubstnnoe. (note: In the 
 film :i;roap a nambar aid thoy "looked lliie a plocjo 
 of co-il," no gredit given.) 
 
 (3) IS, Ir; the settlin;^ tank. • 
 
 (1) 14. » iiid beds. 
 
 (1) 15. Pari fled i^r\. er, or p irli icatlon iamo^t aom- 
 plet^a, or baoteria aontinue to purifjF It. 
 
168 
 
 (1) !&• Olaar, or like pai"® ^^ter. 
 
 (1) 17, Bsateria, or 5iasolT«d sifter iail, 
 
 ( 1 ) 1 8» 4 stream* 
 
 (1) 19. Ea3terS?t» 
 
 (1) £0« i^aten. 
 
 (2) £1. ^^ater fle>s, or Esfimowfi* 
 
 {1) ££. Minnows, or lar^e figh* 
 
 Kote, In pro>i«5jfi £5 and £4 on© point 
 WG8 given for aaoh Itam eorreatli' tir&Qoa or 
 drawn .Thethar Ifibl© : or na't. Ix ihe aorrsat 
 d«qa«&<}« -^is brofcen or tr;T«rl@a or 3h«,.ri..;0d h-j 
 an izi@«rtlon thd iztoorr<»ct portion '&'%a not 
 soorod ^m-? points wore givaH~ToFTh<j ronaln - 
 ln3 Qorroot parts of the sequanj®, Xh@ !to^3 
 llstdd bslaw w«r« -ill if th«® sbotfsn in '^< ^i'i* 
 grass or ctert by at longt oi3« pupil. Jaish 
 itsffi aaJ3«fit«<S followgj- 
 
 l9) 23. 31r;fe, vent plpo, 3le\n3at, haas© sewar, Btr«Jot 
 sewer, s^alR 8e«^ar, oolleoiln-' ss^jer, t-^nks, 
 gat«s, .ni Or3«»iu* 
 
 (£6) £4* aink, vmit pips, <jl®fvjioat, house »m?er, strssst 
 s©w«r, smlB sd^er, c oil eating 8«s;®r, 8l©^«, 
 ^sp, pJirsp hottsa, pip« to roak fe®d, aprlnkiere, 
 ssaps thra, alear cewajo, pip© to -^ai;tllr«g tank, 
 settliRg wAuk, pipe to Sirid V-el, sf^na bad, oa^pa 
 thru, Htrs&m, fcaatiarl'a, aM-oellalar ^mlrmlu^ 
 w^ater fl8iis, minnows, flah, &nA wi,t@r oarlfle^, 
 lloto. Thsde pupils two Ie tfe© or:.l =;roa.p# und 
 ssa In the tilfs group shores fls?5 being saaght* 
 So credit girsc. ) 
 
 (5Sj Jors'biothsi p08sil>i« soor® for ahsrt profelass. . 
 
 ■W^jP^ 
 
 u^..) Total possiljle @aora in teat« ^^ ^^^ ^j^ ''ssore** 
 
The laaraory test w-x& exactly Ilka th© ori- 
 ginal tfiBt, oxoonl the **o apposition" vshb not Includel, 
 The aomory test waa glTQia Deoembar Elst, 1911 thrao 
 waaScs -/iftor the origirisil test. 
 
 The /our groaps which were to take the 'mem- 
 ory teat wero isssmbled In the aasemhly room and were 
 given the follo<.=^lng Instniations. 
 
 "ioa all ryno!B'5>Q2* tho story of 
 vv«8te Mspoaals in cities whioh jovl 
 rnxv in tne film or hftar^l rae tell ^o 
 you not? (Oive ohtnae to ariBwer, 
 *' yea ")> Today I ari goin,? to give 
 you ci test to fiiid oat how much yoa 
 remenber of thst etory. i\it your 
 riime, grndo ana homo toaohor at the 
 top of your tsheot of qaestians then 
 anss^er na ra'tn^' qaeations ViS you oari, " 
 
 The memory teat nepers wore scored in the 
 sane pinner as the original to£ts« 
 
 RfiSOITS. i^Eperlfsent Sevan pros^ed to be 
 
 the m St satisfactory, from the stundpoint of its ad- 
 TOinletrfttiofi, of the ex erisjents aiscajsaafi to thle 
 point. The interest of the paiils in the topio *as 
 very keen and the "chart prohle'TJa" called for " o itr;- 
 plete reprodaotlor. of the ts^o Rsethoas of W'sste dis- 
 posatl by eaoh fjapil, reviroduotiona is-Moh oould h® 
 easily tjcorea. ^^® oha.f fe .<?robX«aia vw^e ssi^qaiaatie.! 
 pXaee testa. 
 

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171 
 
 A oomparison of th.o average aaores for each 
 group in the original test shows that the oral-chart 
 groap B waa superior in each item of the three fold 
 teat, this relationship holding for each grade. The 
 seventh grade oral-chart group was avan sli.'^htly sup- 
 erior to the eighth grade film group in both the Ques- 
 tion and chart teste. 
 
 Table fifteen shows the seventh grade oral- 
 chart group D to be higher than the film group by 
 1.08 points or 7.0 percent in the question test, by E.OO 
 points or 19.0 percent in the chart test, by .62 points 
 or 3,£ percent in the composition test and by i5.60 points 
 or 8.6 percent in the total score. The eighth grfde 
 oral -chart group i) likewise is higher than the film group 
 G by 1,03 points or 6.3 percent in the question test, by 
 3.53 points or 29,6 percent in the chart test, by 3,94 
 points or 13.8 percent in the composition tost and by 
 8.50 points or 17.2 percent in the total score. 
 
 The most significant difference is manifest 
 between the scores made by the two groups In the chart 
 work. In the seventh grade the oral-chart group made a 
 score 19,^ higher than the film group. In the eighth 
 grade this difference is even more striking for the 
 
 oral-chart group made a score £9^ higher than the film 
 group. 
 
 The average question soores ahoiv a superiority 
 of 7.04;S for the seventh grade oral-chart groups and 6.30^ 
 
172 
 
 for the eighth s|;^.3e or^il-ohart ^roiip. Ahlle tbla dif- 
 feranod Is not &s grt^at as that maKif«@t in th® ob&rt 
 gcore It shov s that the general Information oonoamlag 
 wasste disposals In aitles oallad for in tHa qaastiariS 
 was Bot under •mphasiaed in th« Isaturo, 
 
 The oornpoalfcion tssts also show a Buporior- 
 it./ for the oral-oh^^rt groups but 3ina„« th© composi- 
 tions ?;sro written aft^r tha Ji'ieatlon test had heen som- 
 pl3t«a thsy do not represent a spontmieoas report on the 
 p5.rt of the sabjocts. 
 
 The pfittori' tost scjoros In the aorenth grade 
 show the peroent of loss for the filia jroap to bo lower 
 than thftt of the oml-ohart group 1b tha question teat 
 and shhTt tot:!. In fiat the rc»8l'ia^>3 a.jor-? 5f the film 
 group in the qu'sotiou tast is .16 points or 1»17 higfe«r 
 than the oral-ohart group. In the chart toat th@ oral- 
 chart group i3 higher 'oj 1.44 points or 14,5 percent. 
 
 in tha eighth ?"rade the resifiual saore vm&® h^ 
 tha oral-ohart gro^ip in the question te®t is higher than 
 th« fils qroMji h^ .68 pointa or. 4, 87 psroout. fhis is th« 
 rarsrse of th^ gltuaMon lii lliti sevsnth grade axoept for 
 the faot that the peroorit of losa In. both gradaa for tha 
 qaeetion ajat«rlal is lov=er In th© film groap. In 
 r®8l(la&l ohmrt soor© 
 
173 
 
 the oral^ehart £f?cap id 4»ia higlaer thJin th^ filBi 
 group whiah i>#prca«sts a Xobs of 1? percent for the 
 orel'-ehart groop &zkI £6 peroeiit for t^ fiXs grou^« 
 Out of foor osses where the peroents of loss ^ere 
 eoBBypered the latter is tbe olUiy insteaoe where the 
 flla group did 2iot re<»ll « larger peroent of tbs 
 jBaterlal irhioh th^ reeelied la the first t^Bt tbsa 
 the ore2-ehsirt group. 
 
 Ten pupils werft selected at rsndoEs from the 
 seventh and eif^th gradee and rerr fdlve« the test 
 ueed in exi^erlisect ee'^a* fheee pupils had reeelTed 
 mi direct inetrootiois on the tople ^ste tdepoaai 
 la Citlefs, The avsrsgc «OGre wsd^i ib^r the jsrroup in 
 eeoh Item of the test in && follows;* 
 
 Group Grade ATer&ge -^ver^se Are* jirerage Averc^e 
 
 age TntelllK-eace J.Q, quf>8tl?B ohart 
 
 test aeore sooro aeoac^ 
 
 lea 7th 
 
 unitt- 
 
 etruct- 3a 13,4 87.89 106. S 1.30 
 
 ed 
 
 pufdls 8th 
 
 '■<■*% fliid that the avei^f^if aeeres iBude hy the tea 
 pu^;ils In the <|ueBtioo test its .8 of one pereesit of the 
 average score ae4e hy sil the pupils t&fein^ the test in 
 
 earner iiseuf sarea and .S of one ^ro--at o£ all the puplle 
 taking the chart test in ©xperiiaesit meresim 
 
174 
 
 Tt^ test U8©5 in eiiiperiruent eeves o&lie3 tfof la&tertal 
 a»d iaforsmtion whioh wa» for th© Bio«t pert without th© 
 e3^.'erie&ae of tho^e j?3;>ils ?^>io bsd not reft©lv«<l di^©at imtrost'- 
 ion on %h& topio. 
 
 An e-sB&ln&tl&n of '^l^ ra&po£2Ss@ to the ehstirt px'dbleas 
 in acxpsrimant aevsn shows tl^at %1-mvn is a aeeidod iaok of 
 tmll^ tn th^ 7espdns9s r^oorddd b^ tho f Hjb groaps* For 
 «3EB&ple, t'm writer tabulated tlis :eeepoaa«e ©ade 1^ th<s pttpile 
 asooroLing to the tjrpae oi? ^sri^OT menifest In e&oSi response. 
 It was found that ail the errors mftde ^ bota groapa in anav^r 
 to prol>l«Ji 23, ths Boston sehorg© of -jy^^gte di'aposttl, aouiii fee 
 ciaeaifisd tmaor seven he»ding»« Tbo errors jua^ h^ l?otli 
 groups in answnir to urobiero 24, the B«'<iaktor4 ^ohetm of waste 
 dispoBal, '^©re fo'ond to dllBtributo tiaamselves uMer tea 
 
 'ihm foxlowisig scnemee repre«$elait the cl»gisiifiosiiio2a@ 
 of the %ji-®t& of errors Gtjrafiiiistetl is;^ th« tsuujeijta ta exp.ari- 
 n)«iit seven. 
 
Bodton scshemfs. 
 
 £3, l&;£ia 'J aia^ram on the baok of this sheet 
 eho«*ing how diah w^^itar poured Into the kitchen slrik 
 woalcl go f r -» pl«4a© to plaoe antil It rsaahos the oaevin. 
 
 vJlasslfioatlon of erx^ors made by 
 pupils tnerering qiostlon £S» 
 
 T,; pe one. i:.ipil omltteil part of .sequent 1^1 Itanuj. 
 
 (?Tote. ..eery pupil In the exn rl-iignt oraitted ; *--rt of 
 
 8i0h dia.jran! henoe nil 'sipars 'will bs olriSolfiod under 
 tjc© on«» ) 
 
 Tj^'pe t??o . -lipll ahowed chart one )nl>- , via the 
 hoa»»a anA hoaae eo^'or t > atroet sewer. 
 
 T,/oe three . i?apil's diagram ourfttaa t . 
 !5oon IsiHRfl. 
 
 Itj ' e foar . r'apil'a diagram whs disaoniiQCtecl. 
 That i'a, the oiafJl traced the aeqaecoe thru to ane 
 point, th«n started the aequenoa at sinjthor point 
 leaving Si spiioo betv eec tfie tvvO parts vjf the diagram 
 on the a hoot* miSL so on. 
 
 Jj' oe ;^iyp » i'art of tho i^rookton aahems was insert- 
 ed in tho adqaonoa. 
 
 S^'pe aix « i'he aif*,;iraBi sonaistea of u ailxtura of 
 hit ^^m rdBs lines, rodanlng nothing. 
 
 TjfPB seven , irapll's drawing oonalatod of u line 
 oroofead -it plaaea az.d laY«led, oink, hoasa sewer aiii bo on. 
 
 {iiote, :^r llluatravions of each t^pe ae© the fol- 
 lowing traolnga. ) 
 
176 
 
 Broafetoia sah 
 
 £4* ahoss- In another aiai|r:*s hoi» waste ooming 
 from an inlvind jlt^' hoiaa ts^oaia >?o until It roaahos 
 Its 3satination« 
 
 ^laealfloatloe of ©rrora f^i69 1» 
 rosponse to qti@3tlon £4. 
 
 (iypee iire design ite2 :., b, a, «ts« , to avota aanfasloa 
 with Bo 8 tor soheRse. ) 
 
 l ^ p g a,. rupll Offiltt©?? p&rt of s«qaQr>tt-.l its5r,8, 
 (Soto, :>iro'r^ mpii in tba ssperl-nant oelttea mr% of 
 #?iah aifiirars h^n^e 'ill p?ipors ^111 v.« cl-^sdlfi^d tina«r 
 typo a, ) 
 
 ^'pa b, fhe papll intsrahangad the saqaenaa of ttess. 
 
 f^'Pg £. ?he pupil'e diagr^a st&rtea »ith tn@ ool- 
 lactlng uQ*Tr, orslttlrg ohnrt !• 
 
 Z^r|>a i^, Tlie paptl's ata^ra® atftrtod wJ'h th« pump 
 house, osltTiri^ c '■■!'«, ft 1. 
 
 ?/ya £• The pupil o.^cittsd pximp haasa on to thg end 
 or chart 4-" 
 
 1»II22. £• ^^* ?»apll f>iKltt©3 j?asp hoaaa to sana be^ 
 
 inclu3lVQ» "" 
 
 nB 
 
 t "0 fotir abo-ya* 
 
 "■cjj'pa E, i^»rt of the Boston gehei?:*' ris inserted 
 in tha SQcaorias* 
 
 I f ;g a i^* The diaijrur: o iCiiatsd oi' a "ixtars of 
 hit -anG cisir lln«ss, jsaaning noiMns* 
 
 lii^ J.* ^^* p'a'"ll*8 5r3*ing sonaistav of line 
 oroc»fea=3 fit ::3aaae a-nd Isblad, sisk, boaaa sa^op und so 
 oa, f 3njsa as typa s«ven» ) 
 
177 
 
 fhe follo^iiiS dlagrar^-ts ara ilJaetratirs of 
 the ty 9s of orrora alasaslfled above. ?h«Be diagrams 
 t?fere traaad frosi tb« origiiml resoonsaa of tha stadects 
 and rapresant a a uearlj? asj possible uhe tjjiioal reacfonse 
 in that alasBifloatiOEi. 
 
 aampias A sad B, t^p« 1, r@prea«nt tha two 
 feast oighth sr&<3e tesponsQB fey puplla in the film groap. 
 Samples 3 and D, type 1» represaiit the -te/o beat eighth 
 gradl® rasponeea by jiapile in tha oral-o mrt groap. I'hase 
 ara submitted In order that tho reader laap observe th« 
 high grade of work don« by th® boat "U^ils and oompare 
 tho bast work of Va& t'»o graaps* Samples 4, B, 3, and Ii 
 ahaw both the Boeton &nd Broakton sah^nee, fh« figure 
 in tha alroj.aa rspreiseat the 8-3©ra aiBiiisaed ttet dlagras*. 
 
178 
 
 2yp« 3- 
 Xyp« a 
 
 l^y ^< aolmoe* Group a(fllm) 
 
 eighth graie. 
 
 
 ll 
 I J 
 
 k I 
 
 H; 
 
 4 / 
 
 *^ 
 
 
 
Type 1 
 Saiaple B 
 
H 
 
 180 
 
 2!srp® 1 
 I'^pe ft 
 
 Croup !\ ( oral-ohart ) 
 'Eighth grade. 
 
 '^"^'^'i^.U^"'^ 
 
 iK 
 
 , .v»U%«"i "■•<*'' •'••j /I 
 
 U 
 
 n 
 
 ^ -il. 
 
 
 
 
 
 Hi 
 
^ 
 
 7 V 
 
 181 
 
 Srpe 1 
 *yp« a 
 
 son, c^roup ft 
 «a.ghtli grad© 
 
 
/ i/, .;^; 
 
 B|r, Mildred Hsx^. 
 Group S (oral -chart) 
 Seres til grade 
 
iij;«5(!A«s6te^-f-^^*' 
 
 183 
 
 Sroup D ( or€Ll*e£Sirti 
 Sightb grade. 
 
 3 
 
\ 
 
 184 
 
 Syte .1 ur 
 
 (fiimi ceventai gr&&d« 
 
 X. 
 
 
 K 
 
 ^4•sAii^^ iuA/v4\. 
 
 e 7 i-c Y^*"^ 
 
 , ., ^ 
 
llLmiiimm H inmiiummim 
 
■~-^JiHim»um0tm >ht »■ ^ 
 
 185 
 
 S!Sr -orotl^,' i.orHkin Group 
 J ( film ) -Eighth ^ade. 
 
 
 'v3 
 
 
 
186 
 
 3^pe six 
 £yp9 i 
 
 (fllB) SJUshth grade 
 
187 
 Xype soTOA 
 
 ■XTpe 3 
 Uv lt)rotiiy Fldtoiier, 
 
 / Tr 
 
 ^*-, 
 
 .>l.:''7i,t;t 
 
 i':^- ■^;--, 
 
 ^ Lk,. ]' o-ro.cU 
 
V 
 
 188 
 
 By Ira Hoohstrase^r. 
 Oroup i>,(oral-cl»rt ) 
 
 
189 
 
 •i'yp« d 
 
 ^ J^ynard AEderson. 
 SroRp D» ( Oral-chart ) 
 
 SeTftjuth grade 
 
190 
 
 oype f 
 2y Artiiur Willard 
 Seventh grade 
 
191 
 
 -ft-'-W^ *M-A^ .<J,*-M~'!: \ ir^JjSi JjiUjiJ~U^ .-A^^" 
 
 A^nuui AUoHiA. i-orvK ti.nju*ru^ ^. t»4^, 
 
 Sroup C (nia) 
 .Sight h gT&dg 
 
 /. 
 
 
 ./ 
 
 "Uuriu. lU/tfc.. WpC C^) %iJL<^dx 
 
19;;i 
 
 fabl© sixteen shows tbe dlagrt^^g whieh 
 oan be enttineratQil ander eaoh ola^slflaation, of errors 
 
 Sradd 
 
 : Or roup 
 
 ! 1 
 
 
 : f y pe 
 
 2 3 
 
 :fype 
 : 4 
 
 si'^pa 
 E 5 
 
 \S 
 
 5 
 
 i 7 
 
 :B3Hnk-no 
 i response 
 
 '' 
 
 ij nin? 
 
 lo 
 
 ! g 
 
 I 4 
 
 : i 
 
 : 1 
 
 1 - 
 
 
 
 V ■ 
 
 
 z 
 
 7 
 
 oharl 
 
 f 2a 
 
 : 
 
 : 15 
 
 ! - 
 
 i ' 
 
 1 
 
 ('• 
 
 i 
 
 1 
 
 
 
 
 
 
 8 
 
 :J filsj 
 
 .4 
 
 4 
 
 : 10 
 
 [ 1 
 
 : '* 
 
 
 
 4 
 
 
 n 
 
 8 • 
 
 cjh^rt 
 
 1- S4 ■ 
 
 
 
 i i;3 
 
 ! 
 
 Ci ; 
 
 • 
 
 
 
 
 
 
 Table X|, ?h« olsaetfication of ro- 
 spOBSQs to qasstia £3 enuTsarsAted aaoordicg to 
 the types liatedi on pii^e • 
 
 sacJe Irj roa- nse to ^tiestlon tv^enty three. 
 
 Xiil)le seventeen showa the responsea whioh oaij 
 be enumer^^ted tinder ^ioh olassifloatlon q± errors i^i^ds 
 In raapanae to qaeetlsn tWrOnty foar. 
 
 kn examination of ©aeb type listed above reveals 
 the faot that these olasslfioatiose aan be grouped i^der 
 three larger headifigs, Flrct, there are errors of omiss- 
 ion TXTiSi transposition of items in t^e aeq^ense. Tj^pea one, 
 two, three, -, b, a, d, e and f j^ll into this larger olsa- 
 
193 
 
 yr'ide 
 
 ^irpup :i'^pe 
 : : a 
 
 5 Type 
 
 iT^pe 
 
 3 
 
 5 d 
 
 .Tj^pa 
 
 ' f 
 
 Type 
 
 : h 
 
 5 2^'PO 
 ! 1 
 
 i'y lie : Blank 
 j :jno resi^ona 
 
 7 
 
 •a. film: 15 
 
 4 
 
 . 
 
 ! 1 
 
 
 
 . 5 
 
 3 
 
 t' 
 
 
 
 J 6 
 
 7 
 
 D.oril: ?-6 
 3 hart : 
 
 r* 
 
 ^ 
 
 c. 
 
 . 4 
 
 
 
 C^ 
 
 . 
 
 
 
 
 
 \ 4 
 
 
 8 
 
 3. film: 34 • 
 
 • 
 
 
 
 
 5 
 
 1 
 
 
 
 4 
 
 
 £ 
 
 4 : y 
 
 8 ■ 
 
 J.onl: .i4 ; 
 
 3 nrt: : 
 
 1 * 
 
 4 
 
 \ £ ' 
 
 1 ; 
 
 • 
 
 1 
 
 
 
 1 < 
 
 10: 5 
 
 Table 37. The olaasifiontion of roaoonaes to 
 question t,4 eriumeratof^ fjooordlng to uho types of error 
 listed Oft f!ti.;a • 
 
1^4 
 
 alfi(;«ition vj-rl for desorlptlva jur.osas t,n.<i;e errors 
 rill he csnllad "sequanti&l •rrors." .Jeoond, f^hera ar« 
 errors of hroker d«qaetioe or 11 aaoKJoaaterl resi^ona^Sj, 
 Typ«8 four, flr«, six, g, h, and 1 f^ll into thle l&r- 
 Sor olaaelfloatloii s^nd will be terra«d "diacsonroated 
 «rror8»" The third larger alHSbiftai^tion IriOludas ty- 
 pes aevon and J, anil in tho i'oarth rla^e v^e will ena* 
 jsor-ite tho Mank :-i?«r8 tar-*' <» b;^ th« p?ipl3a in eaoh 
 ^roap* 
 
 A Study 3f the si iiialfloatlon of erroire made 
 in the reapon o8 t-> qtieotiona L3 and £4 Bhgmn that the 
 seventh grade ornl-jhart group tamed In £6 res'-orisee 
 ?phiah c .nt»lned aeqaential errors*, Jheiit is £6 oat of 
 60 di-igrans timed in b^r the oril-ahart grcRxp ooct^iinad 
 ''aequent!«il errors" *hlle 17 oat of 80 -liagrfitaa tamed 
 in by be film gromp contained al -liar errors. In the 
 ei hth ^rafle -..he an-^e relntlonehl^ hol^^^i the r&tio be- 
 ing 51 for 'he or^a-ohart groip to £0 for fhe fH© group 
 oat of 68 diagrasa eubwlited, (3ae table !©• ) These 
 flguroK repreaent 's Ifiok of oompleteneas only in the dla- 
 fltr«M!^ en^i^arHied ardar sequontlal errorc whereas the dl»- 
 ^ratse lifted aoder '•dlsoonfaioted arrors" wore not only 
 inooiaplete bat lacked aa1t.y of seqaenoe as v.ell ai.d re- 
 Tenant a nixed -j.-sn-^fi "t* r o^ ->>« two met'-ods of ^;»te 
 
• 195 
 
 aifiposal# that ie, ths ♦'dlsooimeotsd errors* rofleot 
 tha fsilurs of tha two teao Ing sathods to ooimeot is 
 th« minds of thoss indlriauals fne ^«pa ifi th« ssothodB 
 of W£i8t« dls|K5aslr, 
 
 f&ble iS BhoyfQ that tfe« seventh grad« film 
 grcHip turuea Ik twelve papers aontalnlsig disoonneoted 
 errors while thore waa ml^ on* emoh paper In the oral- 
 ohart group. In tha eighth grade the fils group proauo- 
 ed oharts serentoeii of which aontaicad diseonriectad e r- 
 rors as sontrasted with tro sueh errors to the oral -chart 
 group. In other words, £4,60 per oent oX the diagraffis 
 tarned in by the two film groups ooBtaloed discowneotea 
 errors v?ldl0 2«54 per oant of the dlagratas of t>i0 oral- 
 ohart groups revealed Blmilar errore, (Bote. In flgar- 
 ing these p@t aents blank i^apers v Te ooanted as diagrams. } 
 
 this fact w >tad Indloate that, this filffi ffiilefi 
 to eOKneot In the min& of the ohild the informtion It 
 oontfiined as well y-s the teaaher slta*ition aid. This re- 
 sult is s-ailar t;> t )s rscalts ol^'^aJnei fros* a study of 
 the ^p re«ponseG in experimsnte oae, two, foar m& five. 
 
 The l«rg€r claesifisstion throe shows eig&t 
 drssfings in the ei*^hth grade film ^xwap whiah ware of 
 the 'crooked line type." i?haaa ware the ody diagrsBia 
 of that type foand* In the ^o film groups sizteeaa 
 
196 
 
 '^rnde 
 
 I ^roujp : 
 
 £>©qaerjtial 
 
 arvo TB 
 
 errors 
 
 
 s 
 
 5 Bl«i»k 
 
 7 
 
 !j. film: 
 
 17 
 
 It 
 
 
 
 1 
 
 7 
 
 tB, oral}- 
 
 ?i6 
 
 [ 1 
 
 
 
 5 
 
 
 
 
 
 
 8 
 
 i3. files: 
 
 £0 3 
 
 17 
 
 1 3 
 
 ? 
 
 8 
 
 ^,r _ J 
 
 .1), orull 
 ohii't : 
 
 51 : 
 
 £ 
 
 
 
 g 
 
 fable 18, Ths'ol -ssifioition of the 
 rosponses to Questloij JiS and £4 enaiaeratad aoaor** 
 Ing to "soaaentlal errore'^^dlsoormeoted errors", 
 Xypea 7 and J, -nd "Blasdls." 
 
1.9^ 
 
 l^pirs ^9rQ turned in *lth nothing on theai while oight 
 
 of the oril otsirt group p&pars ware 'bl^-nk, a ratio of two to one, 
 
 A furthar aaal^ala of th® responses to the 
 taste us«a In exporl^j^nt s«ven was i^de ia terms of the 
 incorrect aiisv^ers to aortain q^aestioss In the question 
 test* 
 
 The muB^er of aorreot answers to ^aeationa 
 one to t^^enty-two it<claeive v/sre tabulated by groups for 
 eaoh gxHie» ^^here erer It wus f oand tl»t the number of 
 aorreot ^Qswers to a oertain qaeatlon trns predominately 
 larger In one group than in another for both grados the 
 Inoorrecst responses for that questioii were liated f&w 
 both groups and ooreparea» 
 
 Table 19 dho«?s the t*ibilatlon of the 
 Raraber of aocepteS shswers per qaeetion, per groap, per 
 grade. By finding the al^ebr^io differences between the 
 rmmbor of aooepted reSi^oiiaee rnfftde by the two groups in 
 eaoh grjiiSe and eoreimrlng these 3ifferecc« s gritde for 
 gra4« it mj.& fotmd t^iat the fila group sarpaeaed the orsl- 
 oh^rt group in eaeh grade la question eighty fourteen, and 
 tweoty, aM4 that ivhe oral-ohart -gr^ap ©urpaased tHs fil® 
 groap in eash grade in qmatitiaj^ throe, te», eleirojQ, twelve, 
 snd eixtoen. 
 
 :'itii this as a basis the laoarreot rasp^ris®® 
 

 i.'>j 
 
 
 r-< 
 
 CM 
 
 
 1 
 
 r-i 
 
 o 
 
 
 1 
 
 ^ 
 
 6* 
 
 Cwl 
 
 ,,? 
 
 O 
 
 
 CO 
 
 
 
 lO 
 
 .. t. .. 
 
 
 
 xj« 
 
 rH 
 
 (y> 
 
 o 
 
 rH 
 
 r-i 
 
 r-4 
 
 
 O 
 
 to 
 
 4- 
 
 O 
 
 vO 
 
 •* 
 
 
 >* 
 
 f-i 
 
 to 
 
 r-l 
 
 
 H 
 
 to 
 
 
 1 
 
 »0 
 
 CO 
 
 to 
 
 r-l 
 
 CO 
 
 1 
 
 c> 
 
 
 1 
 
 to 
 
 r-i 
 
 rS 
 
 O 
 
 
 CO 
 r-i 
 
 +- 
 
 i-l 
 
 
 C>- 
 
 
 Cu 
 
 
 o 
 
 
 a* 
 
 O 
 
 .. 7. .. 
 
 r-i 
 
 03 
 H 
 
 r-l 
 
 lO 
 
 1 
 
 r-t 
 
 o 
 
 VA 
 
 r-l 
 1 
 
 O 
 
 IT^ 
 
 to 
 
 r-i 
 1 
 
 f-l 
 
 00 
 rH 
 
 U5 
 
 rS 
 1 
 
 r-» 
 
 e- 
 
 r-i 
 
 1 
 
 o 
 
 f-4 
 
 cc 
 
 cr» 
 
 1 
 
 r^ 
 
 ••6 
 
 6^. 
 
 r-l 
 
 r-l 
 
 1 
 
 OV 
 
 o 
 
 f-i 
 
 a» 
 
 1 
 
 H 
 
 rH 
 
 -V- 
 
 CO 
 
 
 ■o 
 
 r-i 
 
 ' ^ 
 
 CS4 
 
 'O 
 
 -V- 
 
 C^ 
 
 r-< 
 
 i-i 
 
 1 
 
 rH 
 
 o 
 
 rH 
 
 ■ :^ 
 
 ,-i 
 
 r-» 
 
 G 
 
 
 &V4 
 
 -V- 
 
 ta 
 
 r-i 
 
 to 
 
 H 
 
 
 c 
 
 CO 
 rH 
 
 
 ^4' 
 
 'A 
 
 
 ri 
 
 - +• 
 
 •3 
 
 to 
 
 T 
 
 t<^ 
 
 
 o 
 
 1 
 
 
 
 1 
 
 c. 
 
 tv. 
 
 e^J 
 
 7 
 
 ^ 
 O 
 
 to 
 
 CM 
 1 
 
 iH 
 
 o 
 
 
 1 
 
 O 
 
 Cv. 
 
 H 
 
 O 
 
 to 
 
 r-i 
 
 )h 
 
 O 
 
 o 
 c. +* 
 
 fi © 
 
 a; e- 
 
 r~ 
 
 a; 
 c — . 
 
 C 05 1 
 
 -i-Q .-1 
 
 a — 
 J= c cc 
 M© ? 
 
 rH «-> O 
 ■4 tt) U 
 
 'H M 
 
 «H 
 
 •H 
 
 
 r> 
 
 ct — 
 
 «; 
 is 1 
 
 O -»J r-. 
 
 —1 t —- 
 
 iH 
 
 .o o c 
 
 O C P 
 r-< (T O 
 
 '»; t, 1^1 
 
 <M 
 «H 
 
 rH 
 
 x; 
 t 
 1 
 
 <K 
 
 ?■( 
 o 
 
 G 
 
 « 
 
 &<^ 
 d 1 
 
 03 rl 
 
 U CO 
 
 'J ».; 
 
 O 
 
 t-i 
 
 rH 
 
 O 
 
 
 
 
 
 
 
 188 
 
 
 rH «> 
 
 X o 
 
 +» 
 
 cs 
 
 C9 
 
199 
 
 ttftde in eaoh group to question throe, al^ht, ten, oloyen, 
 trejve, fourteen, aid sixteen wore listed, The^e auea- 
 tlons were selected tteoaawe of the aonsistajjoy of the 
 Toerformanae of the four groups on those queati >n8« Ques- 
 tion twenty w^e not considered beouaae the H fferenoe was 
 ao .smiai. 
 
 The liet of Inoorreot resiDOr.see stade by eaoh 
 groip In answering qaestione threo, eight, ten, olevea, 
 twelve, fourtseri, and alxteen foliow. 
 
'2m 
 
 Qttostloa Zm t^her* doee it go next? 
 
 Sorreot finsfwor:- to stroot so^or. 
 
 list of inoorr«3t rsaponses— — Oroup 3, l£l^,hth {jrido, (FIIbs) 
 
 1. It goaa to tho 1^^ or ooe^n* 
 
 £• Down to the ptirlflostlon plaoe. 
 
 3, Into iha ooenn, riror or brook. 
 
 4. Ctoes Into the Infce or ooem If oloso hj on9# 
 5» It goes to the Bostor; sewage tv'O isllea a«ra^* 
 6, 5?irrle'J out Into the ooe n, 
 
 Sroap £jeverith grade. (Film) 
 
 1. It Toes to the sand beds. 
 
 tm Then it 3oaa thru the -sewor to the aity. 
 
 , ? on to the purlflor tai"^. 
 
 4. To the river or lake. 
 
 5. To the river. 
 
 Heaponses* E &nd 3 in ^he oighth grade Kind 
 1, 3, 4 -^rd o In {,he seventh gra^io reflect the laak 
 or a unified or ooimeotod anderiStaTidJng of the steps 
 in jRirifisatioi) for the Boston soheme, tho^je respon- 
 ses being mixed v/lth the Erookton sohere. The eighth 
 gr^ide m&pQfiSQ Sis the be^t example of sueh a Isok 
 of unified onderstandllag. 
 
201 
 
 Qaautlon l'* .-hare -iooe It go next? 
 
 3orr»ot answer:* To 8tro«t a«««r* 
 
 list of Inoorrajt raeponsoa— iroap *> • rilghth grada* 
 
 iowa-ohart) 
 
 1. ?o >i3pbojr« 
 
 Spoup aavanth s^i^iaa* (Opsl-ohart) 
 
 !• It goas into tha aa» ^^o in the atraats* 
 
 «:• .'nart it go«a to }«lcai>, rivers >r ooaeaa. 
 tm Hfarbop. 
 
 Bona of tha responaaa tibOTa »!th \,h% pos« 
 ».thla axooption of £ in ttie aav^nth gra3a ara hHa|f, 
 
202 
 
 Gu«8tlon a» 3y wh&t tnoo.na la th« isow?iS« 
 of the olty of Bro:>kton 3:jrit; away? 
 
 looaptod 'in»B«r: B^ ©aohlnery, r^arare, I'^trgo pi pee. 
 3roup 3 a;i5>it>'- grado. (PI Ira) 
 
 1. It flowa to t'o ooliootlve sewar. 
 
 £• Pari f lei 
 
 3. T?.r8e eev=ar 
 
 4. By atroun 
 5* In a brook 
 
 6, In large tunks 
 
 7. Bjf t»inlc» 
 
 8, iileatrlo filter 
 9* Stream 
 
 ^TOip 3 oevunth ?:t&d9m (moi) 
 
 1. 31»infc U) 
 
 £• nde 
 
 3« -5l93triolty 
 
 4« Thra ao-i^ars 
 
 5# Bty *i br ok 
 
 6, ^irlflee 
 
 7. lar ate'ftw 
 
 8« 3iy l^^rge eawer 
 
 9. To paraflo town 
 
 One reapon< e cuuRber S-, seventh "irada, la t^litaA 
 with the Boston sahstaa* The rMKilnlng reeponaes trQ like 
 
those In the oral-ohirt groaps re pre sen tat Jvq of >■>. mis- 
 unaQratanSiftg of the qaeation itetelf* The filsi ??ts sora 
 dffsotlve In teuoMng the aa© of the pump in the Brockton 
 80hame thtm tho or^l-^hsrt mothoa. 
 
 20S 
 
204 
 
 Qaestlon 8, ^ uhat aa-iiis Is the ae^ ga 
 of 'oha aity of Brocskton sant awayf 
 
 4ooapt«d ^liafvver; B^ aaohlaer^, pumpa, Iftrge r^ipea* 
 
 Jroap i) Eighth grade, (Oral-obart) 
 
 1. atro^^m 
 
 r» Blank (4) 
 
 3« B^ the atroet aa^vers 
 
 4« Eirbor 
 
 &• To a b©o of rook 
 
 6. ?laln (?) 
 
 7. By iBOfiJSg of 3owage ajrstsn 
 
 8. In a "sriok" 
 
 '3. i^.t9n fey laicpot)®, water "floea", fish. 
 
 Spoup SevoEth ^rsde COral-ehart) 
 
 2. Blnnk (u) 
 £. Bj «f .ter 
 
 3. Poured irsto n etraam 
 4* A3 Witsr 
 
 5* Over s&nd 
 6» By a stream 
 7, fo gst gsrms oat 
 8« % a streciia 
 
 Hesponsos 4, and 9 saventh grade are oonfUsed 
 '>?lth oth^r steps In the proa©»s in a large fashion, res- 
 ponas 4 bsiag e ^nlUsea with the Boston seheeie. 
 
205 
 
 nasporiso 1, and 8, in t!» sersnth grade 
 and £, 3, 6, ar«d 8 in th« alghth gra3e ura &nm>er& 
 which ar« In |jart correct except for the fact tiat 
 the qaeetion did not 3f=^ll for the last step in the 
 Brockton scheme thri its position. 
 
206 
 
 Question lO, Thora it la spz^^ed ipon s , 
 
 Aoc9pt9^ answer: Hoolc bed, or crashed rook bed. 
 iSroap 3 ^ghth grade, (mm) 
 
 1, Hiver 
 
 £. take or osem 
 
 3. Blink (4) 
 
 4, :'ieia 
 
 S« Hosky S'md 
 
 6« Low t'ieoe of ground 
 
 7. Sand mirifior 
 
 jDhe roak bed. 
 
 Compare reaponsaa 1,4,5,6,8 
 
 8. Sand bei (fc) and 9 of «ie eighth grade 
 
 and 1«£«3«5| and 6 of the 
 
 9. Field of sand seventh grade with this pie- 
 
 turo. ttliere are the^rooks* 
 
 10. A l^<,yor or filter In t;he pioturef !£his is the 
 
 pioture these pupils saw in the film* 
 Group Seventh graSe. (Filts) 
 
 1, s^^nd bar 
 
 £• Sand bed (7) 
 
 SU Sand bitnk and in a riTer 
 
 4, Bl-ink (3) 
 
 d« Sand hank 
 
 Qm 31 od field 
 
 7. frloUln-i se9?er 
 
 Tr.Q reaponsss listed above sre largely' errors 
 in secaenoe. 
 
20^ 
 
 Qaestion 10. There It la sjorn^eS u on a— — , 
 
 Asoeptsd nns'^s-eri Hook be*, or -aruirhod rook hsl, 
 Sroap JJ jSlghth grade, (Oral-ahart) 
 
 3, Tnra tiles to straaa 
 
 ?.m 3ook bdti At Boston 
 
 3. 3oroen- naar the power wheel 
 
 0roup i) ioventh ^j^^e* (Oral -chart) 
 1. Blank (6) 
 Urn S.%n^ t)©d 
 3« lairn aca iKto an other pipe 
 
 Hasponsoa £, oi jhth grade Is aanfased ^Ith 
 the Boston aoheaa, fhe romalnder are errors wlisil'.ir to 
 t^<08e in the filis gipoup, Fourty nine of the oral»ohart 
 groapa wrote aooetitable ^mewers to this qaestion as ooss- 
 imrecl to t%^enty nine in i^he fila groups. 
 
208 
 
 Qaestlon 11» How Is th« harmful organic 
 letter oonreTtBd into harmless salnerale? 
 
 Aooopttt^ anflffiert By bacteri^t, \t^ the aoti :}n of baoteri-, 
 
 or bacteria feed on It. 
 
 Sroup iSighth grade. (PIIbb) 
 2, Bl'^nk (5) 
 
 3* liook bedJ, st-.n3 beds, locij dl stance flowing In oreek, 
 *• Bly pi^stilng thru stones, axid filter, and bed of e snd# 
 5* It Is purified and then li aid olnerils is in it, 
 
 6* It runs Into ^one r'^rnd %nd le-wes the h:3.rBful orgaclo 
 
 irR^tter. 
 
 7, M^ en it flows OTer the rooks* 
 
 8« Sent into ^iome m^re rook beds and into mnA be^e* 
 
 9« By being apraid on rooks. 
 
 10. Sat on the sewnge and groviB* 
 
 11. It ia eiten up h^ fiah «^6 tadpoles and othor thinge* 
 IJL, ?hey mix them ap. 
 
 12. By the aind. 
 
 34. iprayed ajjon - bed of rooks t^en a bed of a^iid and 
 flovs ix5to brook. 
 
 15. By pissing thra beds of sand and being purifie:1. 
 
 16. Bj flowing upon the s'^md beds. 
 
 17. earifloation. 
 
 10. Thra sand mills and the brook. 
 
209 
 
 19. By lotting the sewa 50 alnk t,hr.i ak'-nd, 
 
 £0. B^ baln-s 8pr^iye3 on roolts und t.l»y stick to t>;9 rook;. 
 
 £1. Running ovor sard, rooky, /^rarol un-^ dirt. 
 
 Lfc, It l8 gono thru maii^ proo«8a« 
 
 : 3, The gravol ■ nd eand Is aorered vMth hnoterla. 
 
 Qrmp Seventh «rade# (Film) 
 
 I0 ?y the Btroftm thnt it tlov,a Into. 
 
 I, Bl'inli (9} 
 
 3* The organlo wittor la oonvgrtQfl Into harmloisa wlnorals. 
 
 4. It d! evolves into irook and annd* 
 6, By running thru e* nd he^la* 
 
 6. By flov'lng over rooka and thru eund bods. 
 
 7, It la run thru *i sort of nio Ine, 
 
 5. It oolleota upon thla flirt, 
 y. By tooting 
 
 10, P'laQlng thru onnd and into a brook. 
 
 11. By putting atfaasie on rooka and b..=»lng apr'AyO'^. 
 3r, ^ means of hrocken rook, <^<^^-><^ ind oraehod rook. 
 
 The reeponoee I'ron the filta groape not aooQi t- 
 ed to question eleven ahor^ In every Ofciae thut the proooaa 
 was not olearl^ inderstood. The iuplla were unahle to ;^r .ap 
 the Iraport'inoe of the baoteri^Jil 'lotlon from the film* a pre- 
 sontiitlon ^von tho the film atreaaed thie point going ao 
 
far as to »ho« r&iaorosoopio siidea of Mot«rla, t ©nty- 
 thrse per sent of th« pupils in thie film groups did not 
 a79n attessipt ot answer th« question* 
 
QueatlOE 11, How is tha hartrjful organic 
 Batter oonverted into harmless minsrals? 
 
 Aaaapted answer: B^ baoto ia, by the aotlon of baatorin, 
 
 or haoteria f©«<^ on it. 
 
 C>roap i) jSlghth gr&^9 (Oral-ohart) 
 
 1, It 3093 thra iho "strays" at uho rook bod, 
 
 £. B^' rn^ans of aralnago systems, 
 
 3* f^hen th«y reaah tho atono bod. 
 
 4* By tha stonss and the snnd and pimps. 
 
 S. % settling on the rooks 6r<dl oatin.t tbo ^ssto "matere". 
 
 6* fh# B»tt«r is sprayed apon the rooks. 
 
 7. f>ie w^^tor fle'is ent it first, then the fish eat It. 
 
 8. It is pat thru the a .nd bed md rock bad. 
 
 9. these hartafal organic aiattera go thru a filter. 
 
 10, It is s«ten by tho fish, 
 
 11. They are oonverted by— — - 
 
 Vc, It falls on the rook end th<i rook makes It minerals, 
 
 13. Sj 
 
 14. Slaak (1) 
 
Sroup -3 iievonth ^^rado (Oral-cjhart) 
 
 1. Blank(l) 
 
 2, B:^ roaks stxid BfmA and spraying* 
 
 3» It cans thru broken rooke and ata^jre iri tha rock btds. 
 
 4, ^11 of the little animals and all of the rook. 
 
 5, Thrown over the irook feed and sand feed to the fish. 
 
 6» It flovra i to o.ushecl rook beds the "froun" subst- 
 unoe Is taken out, hen It goes thru a s&nd bed and 
 beoomes slear. 
 
 7, By aiff ^rent plants arjd animals in the isater. 
 
 Rdsponsea 5, si-jhth grade aud 4 sovertth gritde 
 were oloae to the point* fhe renjaliseder were oonfuaed, 
 thirty nine of the orol-ohart groapa wrote .iooeptable 
 answera to this cuestion %s oo?r!parod to t^'elve of the 
 fil» gro'ips. 
 
Question Ic;. How do vhe rooks wMoh 
 
 are covered v;lth these ortyinisma look? 
 
 Aooepted answer: 
 
 Brown and slirny, black and dirty, 
 a coating of jelly like subatanoe, 
 
 Group iaghth grade. (Film) 
 
 r«i3 
 
 1. 
 
 Pall of the bacteria (2) 
 
 2, 
 
 Blank {10} 
 
 S, 
 
 31ean 
 
 4. 
 
 Like germs 
 
 5. 
 
 Routh 
 
 6. 
 
 Pointed 
 
 7. 
 
 Rich 
 
 8. 
 
 Like showers 
 
 9. 
 
 Like worms 
 
 10. 
 
 White 
 
 11. 
 
 Black spots 
 
 IE. 
 
 Dirty (2) 
 
 13. 
 
 Blsok (3) 
 
 14. 
 
 Foamey 
 
 lb. 
 
 like an ants nest 
 
 16. 
 
 Irregular 
 
 17. 
 
 With much bacteria 
 
 The rook covered with 
 organisms. 
 
 Bacteria under the 
 microscope. 
 
 Pictures one and two are the piotares from 
 
 fo-i°^hP^?nS->nl?',M?°^P,?^l^''' i^s information 
 xor «ne rosfjonaos listGd abovo, 
 
 Responses 9 and 15 in the eighth grade 
 
 indicate what picture 2 meant to those 
 
 pupils. 
 
214 
 
 iJrottp Q 3ev9r«th graa«, (Film) 
 
 1. Blunfe (8) 
 
 t. Ooal (4) 
 
 3. Sl&ok (3) 
 
 4, A big lump of su^r browiu 
 6* Baa it all over 
 
 C, The/ look Ilk© small worata 
 
 7. Mrtj? (1) 
 
 8, JoygrQu with blaok 
 
215 
 
 The inoorroQt rosponses recorded in answer 
 to question tv-slTe by the ij Ir. groups are v©rjr interest- 
 ing. The film showed a close ap plature of a man hold- 
 ing one oi' the rocks while lie scraped the 3li;riy, dirty, 
 layer of l-aotaria off it. Tata i-ock looked blacl: in the 
 picture , like a pieoe of coal but the meaning which wag 
 supposed to be gained from that close up illustration 
 failed to 30 across to the pupils. Only seventeen per 
 cent of the film groups wrote aooeptable answers as coia- 
 l^red to forty four per cent of correct responses in 
 the oral-chart groups. Thirty per cant of the film 
 group did not even attempt to aasv;er the question* 
 
 Twenty two of the incorrect responses "by the 
 film groapa to quegtion twelve ^J^'ar© descriptive terms 
 which v;ould apply to any oark rook about the size of 
 your fist, such aa, rough, pointed, irregular, black, 
 coal, black spots, dirty and 30 on. 
 
316 
 
 Question IJ, How do tho rocks whioh 
 are oovared with thaea organisms look? 
 
 AooeptsS answer: 
 
 Bro9?n ana »llmy, black and dirty, 
 & ooatlng 01' jell^- like subatanoe. 
 
 Group JD iilghth gratia, (Oral -chart) 
 
 1. •'Baotera" 
 
 £• 'iexmsi 
 
 »^. Blar/k (3) 
 
 4, Tlfea bacteria 
 
 o» i^erms 
 
 6» little 1ms acts 
 
 ?• A llttla flower on ft atam 
 
 8. Ail kinds of shapes 
 
 9, Jlfferont shapes 
 
 10. Big rooks 
 
 11. Stone bade 
 IE. Blue 
 
317 
 
 3 roup iJ Saverith st^^9, (Oral-ahart) 
 
 !• Like a 
 
 £• mank (9) 
 
 S« Like roofes 
 
 4» A brownish oolor 
 
 5« Like a fis't n^ i^prays 
 
 &• Hather larg© 
 
 7. Srown, about the eisa of , oar fist, 
 
 8» Spray of ^ater 
 
 9. Ihe-j look like anrn^s 
 
 10. Brovm 
 
 11, Soma are aurly ani some ara ourvod. 
 
 The inoorreot responses of the oral-ohart 
 groups to qusstlon twelv* were oithar dosoriptlva of any 
 dark oolorea stona about the size of ^our fist, or were, 
 fflixsd ttp with a iasariptlon of the spr&ys and the baotorla 
 thenseSves. Foartjr foar per aent of the oral -o hart group 
 «?rote noaoptable anawsre. Twenty aav^en n©r oent did not 
 attempt to anawar the question* 
 
 These rocks were dlessrlhed l£ the leotare ss 
 halng about t. e Bis© of yoar flat asS covered with a 
 brownish blaok sli^ or ielly like sabstanoe. 
 
Sis 
 
 Question 14, fhan th# sewafd flowa upon — -«'. 
 
 A9d0?>ted ana»'ar:- S&fid beds. 
 
 Jroap 3 ddgbth grade* {Film) 
 
 !• Blank U) 
 
 km L'h« river 
 
 S» .ooke 
 
 4. Hooica 
 
 6, 'iter— th 011 thru i ahower 
 
 Group M o«voijth gr^ida. ;filai) 
 !• k baiik and oat Into tha streaa 
 
 4* 4 aoriuret® w:.^' 
 
 5, Beds of smfxll rooks 
 
 thm ©rrora mads la asawering qasstloii 14 ^ 
 both th« ersl -chart aud flls groaps are of th» aaase sejs- 
 93f&l typft. rh© flip taemad to bd mero ©ffestly© in t®aa)f 
 iag tb« i^a<3© of %Hi» ©siii Ijeda In the proo^aa than tb© 
 1 aotar©* 
 
^19 
 
 yaestlon 14. Th«n the sewage flows upon , 
 
 Aoaeptati insvver: - Sand beda. 
 
 Jroup D iSighth grade, {Oral-ohirt ) 
 
 1, Fa8t« *ad 
 
 £♦ HooS: bad, then Into settling tunk. 
 
 3. A a^ttimg tank 
 
 4. iho rook and sand thra pipes. 
 
 5. It drains thn the rook, t^.en thru the aand. 
 
 6. Tank 
 
 ?• Book feod 
 
 8, Jhe rock bed, it is apr lyod onto rooks* 
 
 9. Hook bed— It la mude ir.to ralnerul by bacteria. 
 
 10. The broken 8tone«— It i3 apr»_y«d upward. 
 
 11. A^eetellne" tank. 
 
 9roap 3 bovonth grade. (Oral-o>^rt) 
 1. Blank (6) 
 E, rhe pamp, the rook bed. 
 
 3, i-:..t9r — or 
 
 4. Tba rooks (£) 
 6. stone bed. 
 
-2^0 
 
 Question 16» Ho^ do@s thd 8w?aj§e look: 
 t?Tj«n it leaves hare? 
 
 &.3O«pt0d answer:- Clear, or like pare ws-ter. 
 
 •5roup 3 Bighth grsSe. (Pllra) 
 
 2, Blank (S) 
 
 £• One masB of ll^^uid. 
 
 4» Jfaoh sleaner. 
 
 Sroap Seventh gr^de. (Piln:) 
 
 !• Blank (&} 
 
 E* fhe sewage looks dirtjr iin6 fo^asi^. 
 
 3, Partly el^». 
 
 4* There is white fo^im on it. 
 
 5, JBj>arifiod. 
 
 &m Foam^^' with little things* 
 
 Hespocses: 5 eighth grade, anfl E, 4 and 6, 
 
 seventh grade, hi,- the film gro?ips describe #j&t was In 
 the Qlose up piatara of t^e »atar flowing oat of the pipe 
 from the Sana feeds into the broolc. It was ole^^r with foaa 
 on it here an a there* The real oonoept of clear water 
 i!»hioh was yje purpose of the close ap in the film fdilea 
 
§^x 
 
 to go across to theoe foar children. This ia airallar 
 to the rosalts o'ntainsd from studying the errors in 
 qctoBtion twelve. 
 
229 
 
 Question lo« How does th« s«wag6 look 
 
 «h«n It loaroa here? 
 
 ▲ooeptad onewer:- Jlaar, or lik« paro water. 
 
 Srroap D iSlghth grade (Oral-ohart) 
 
 3. All lititle Inaeots. 
 £• Ilka water and weeds. 
 
 Sroap J Sever. th grade (Oraloohart) 
 
 J. Blank (1) 
 
 £• It looks like ai9«ill animals. 
 
 3* It looks hi&mfal* 
 
 4* tj^stea 
 
 s« It looks brown* 
 
 6. It looks dlrtjr* 
 
 7, It looks purer thtin before. 
 
 The or^il-onart groups eiade eight more oor- 
 root re^ponaes to this quest! or; 16, th&u the flln 
 groups. Only one pipll in the orul-ohJtrt groaps fall- 
 01 to attem t aof an^i^er while eight pupils In the 
 film groaps wrote nothing in answer to this qaestlon. 
 
223 
 
 The analysis of ^rrord sade by both f,ro\xp3 in tho 
 original question and chart toats shows certain liMtations 
 of this film ao o teaoMns t^nit in an<2 of itself. These 
 liisitationa will be 'lisoussed in tii« conolvsione, The 
 analyais v/aa not carried into the jaeaory tests since 
 it would prove to be Inrgely a repitition of the matarial 
 above, iio.^ever, 3v>oh a Htudy "vould toe vsiual-;!© iti. show- 
 ing what particular infcrraation ixoveA to ba the most 
 peyaenont as u reisult ox tm di£t@rm\t fox£,3 of pre- 
 sentation. 
 
 The oonpoaition te^Jts are not diaov.ssed here 
 further than to ^how th? ncor? ^ni:^^<^ by each s^-oup. Tas 
 writer fe«i^^ tiif^t tn^^- oo;r,j|..oaition t-set ar. a spon- 
 taneous he^t fa; led to function 5n •sxperi^-^.ant seven. 
 
/- 
 
224 
 
 QWiFSm 7111 
 
 i&periment 8, 
 
 PSOBIiSM, Three oomparlsons ware maJe in 
 
 ©xpQrimarit ©1 ;ht, Plrst, one projaotiOK of the film 
 wia comparsl with an oral leotare uBlng pioturas oop- 
 iea from the l'i3.a. Second, the fllEJ was coajKirod ■ Itb 
 a showing of iih@ sarae i'ilTi during which ortl inatruo- 
 tlon ws given. Third, tho luttar method was oompy^r- 
 Gdi V'lth the oral lecture. Hov; afjQC^iV6 v/er© these 
 threo Riethoae of presentation in "patting across*' to 
 the pa oils tha Information contained in the unit of 
 SRXbjeat matter? This lii th© question which ©spori- 
 raont el ]ht attempted to i^nawer, 
 
 X)£30RIPfIOK or 'CIS ^PSHIMiilJT. (1) SubjoOts . 
 
 the BUbjeats salooted for experlaant eifiht 
 were groups 4, 3, and i) of the !:lghth grade Thomharn 
 school, The groups vsor© rotutea so that methods of in- 
 struotlon 'different from those ud^cl in experiments six 
 and seven would he 'ippli©f3 to enoh group. 
 
 ^^^ 'i2M^* ^^® topic seleoted for ajcperi- 
 rcent eif^ht v?h& the same as that used In experiment three. 
 
225 
 
 naaaely, ''She Kiatory of llie Monarch Butterfly." Th© 
 filja was produced by the iiociety for Visual Muoation, 
 Incorporated, I'he aoiection of this topio was iKjt by 
 choloe, 'ihe writer had i-lannod to use the film 
 entitled, "The Mosquito'*, but found that th® ooeiety for 
 Visual Mueation was unable to auptily the film at the 
 desired time. 
 
 The oral rtaterial used in esperiment eight 
 fbllowed the Bt-me outline used in experiment three* 
 In3tesd o.f the &»xidea usecl in e^periioeut three, the 
 writer copied ohartij from the film by fro^eoting the 
 desired picture on a oard-board S4x30 inches, 
 
 (3) l-ressentation of the topiq . On December 6, 
 19£1, group 0, ©ighth grade, Ihornburn aohooi, ^ms 
 assembled in the geography class-room, which was uaed 
 for the projection room, (See above i^g© 7^7 • ) 
 
 They were given the following instructions; 
 
 ''l^odoy you will learn something of the 
 
 atory of the j-ife hl«5tory of the I/.onarch 
 butterfxy, ?irat you will hear a part of 
 the atory read to you, thea you ,^iii U&ar the 
 teacher teli the atory in det il, liey atteGtioa 
 to ©vorythiiig- you Bee or iiear, for you f/ill be 
 given a Letit to fina out what you have learned,'* 
 
 A three-minute diaeussiou of the history of 
 
 the laonaroh butterfly wae reud to the group* Xhis 
 
 disousBion was the same as that lased in experiraent three. 
 
226 
 
 foXlo./ing this throa-minute dlsoaseloa 
 
 the teacher gave £in informc;! detailod talk to thfe 
 pupils OS the topiQ, using for an outline th« three 
 Eainuto dlecua&lon sbove. i^urlzig the t&lk the 
 t^aoher referrsd frota tloe to time to the Bix charts 
 coded from the film. This talk lasted twolre 
 minutee, timed bj the teacher *a watch, 
 
 '£he outiioe of the oral niaterial is 
 the aaae sku that used In axj-eriiaeiit three, and a 
 ooranarison of It and iha fil» ciutilne shows it to 
 be copied direct from the film's story. 
 
 !£he charts ^^lioa were used are inuorted 
 at this point. These charts will serve to glTe an 
 idea to the reader of the material in the film and 
 fortunately oan be compared directly vtrith that 
 material by referring to the illustrations t ken 
 fX-om the film shown in chiipter three, pages G'^t(s> f 
 
227 
 
 CHAr.i'S COr'liiil' J.'i'.Oiii i'ilii i'll-ui* 
 ffilALL CUTS AliK I^'Jiiiil^l \'iBj^,li 
 
 PICICUKS AS COMJE'A.'.uiu. wiiH iiui 
 
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234 
 
 Ab soon as Uie oral in^s traction was 
 oompletod the group was given a t?ro-fold teat, 
 
 Group h v?a8 aeeemblod in the geography 
 ciasB-rooia ae soon as the test was finished by 
 group C. 
 
 Group D receiTed the following inBtruotlons: == 
 
 "liJoday :/ou will ieai'n sompthing of 
 VxB St 32^ of the iif^^ biatory of the Monarch 
 butterfly. First you will see a film «8^.ich 
 
 vviil teii ."nc sjlor^' in det«^i.'i.» "^>y atti^n- 
 tion to everything you &&% ov hear, for you 
 •vill be ,;i7"'^n a tf»Ht to fi.»l o-\% what you 
 httve learned," 
 
 2he thra« minut* discussion of th© life 
 history of the Monaroh buttsrfly --m.^ read to the group. 
 'Shia discussion ^v»k thr- Siiffle one useu. with group D, 
 
 Foilowin^^ the orel imlnary discuuBion the 
 fila »ms a'U)wa« !She pro;Jeotioii Isasted twelv© minutes. 
 
 For aa illustrated oopy of th© film outline 
 868 ohaoter three* 
 
235 
 
 At tho end of the inatraatlon pariod tho 
 group KaS /dvon u two fold tesit. 
 
 Jroap A was asaemblaii on December, 7th, the 
 following morning. In the googruphy olasa-rooca and v. ere 
 given the following InatnzotionB; - 
 
 "This morning you will learn some- 
 thins of tho etory f the lifg history of 
 the Monarch butterfly. First you ftill 
 hear a p^trt of tho e tarj rend to ^ou then 
 yoa will 8«30 ^i film whioh v,'ilJ to3 3 t-he 
 story in iatJill. iiarlng the tihovtlng of 
 the film yoa rill ho viiven *in oral ex- 
 planation of the otory to uld yoar un- 
 deratanding of the filK, Pa^ titt^ntion 
 to Qvarything yoa soe or henr for you 
 will he .>;iv0n r, to. t to flud oat what 
 you v-Hve leurrjeo." 
 
 The threo mlnate dlsouaelon of the life his- 
 tory of the Monuroh butterfly was road to the >5roup. 
 This discuaaion waa the m>mo one used with gro ipa anfli). 
 
 following the preliminary dlsoiaaslon i-ho film 
 was shov.'n acoompanlel by explanatory reroarkii by the toa- 
 oher who gavo the orfil Instraation to ijroup C« Ihla pre- 
 sentation I'iStfld twelve minutes, 
 
 ^^) The tosto . The groups were given <a two 
 fold test ^it tho olose of oaoh period of Inatraotion, 
 Firat they were -aske' to write a oon-ipoaltlon on the life 
 
236 
 
 histozjr of the Moneroh butterfly, cocond, they were 
 fcsked to aiBwer a fcet of airjeoeraph^d caeBtlons. i'h« 
 fcOiBj.>08ltion represents c spontioncottsJ reaction to ti^ 
 untt of instruction, -Thile the queation test ie repre- 
 sentative of 3 controlled reaction. The icstructiona 
 given each group before starting the tests were 88 
 follows: •• 
 
 '"On the top of your blank eheat of 
 paper, first write ycur naaie, grade, and 
 home teacher, i'hen write a atory about 
 the life history of the tionarch butterfly, 
 rite ;}ut*t pa maoh os you c-nn remember of 
 what you have seen and heard, \q aoon as 
 you have finished :^o\3T ooropojjition raise 
 ycur hi;nd and turn your j.-jper f*:ce down on 
 your deak, 1 will bring you a set of 
 questions which I ^sh you would anawer 
 also, ifiij. it. the bl-nk spi?cee -nd answer 
 aa many of the questione as you. con, .hen 
 you arr through fold your paper in the 
 middle and bring it to me." 
 
 The question test was the same Hi» that used in 
 eacporiaent three, for a 8 mpie of the queetions 
 end anfiT^er key sen pages *1 1 -'? 4- , 
 
237 
 
 llYiB pspera *?er© all 8cor«' by the v/rit9r*s 
 assistruita, ano asslat^int sooring the questiorj teats 
 v.hloh V'ore check«d b;,' another nssist.*ir5t and the wri* 
 tor ©IfTht t?s9ks later. The oomposltlon tesi/S were 
 soorocl b^ the aarse nssiattijit who as red the coEipoel- 
 tions in experiHorit sa^-en. This ^isaistant, Kfles lil- 
 3ard» had boen oftrefull;^ trained bjf the vrriter for 
 this work ^m^ ahe c!heok;ea her scoring sixteen veeke 
 later. Aioh correct iSau repro?!aca3 ^ ;a soored one 
 point. 5Ji^ a^or^ teat wae givea peb, £0, 19BB. 
 
 ?.K3UTi3. rha axrerarre asjorea m-ade by 
 
 eaoh group 5 a experiment eight '^ro aho»n in tab3o 
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 The r<i.£iiL of the three gravij;s in terme' o/ 
 tile average question bcors i&. Tirst the filK-tuik 
 group "^A**, aecond the v->ral-chart group ''0", aM tlilrd 
 the filifi ^Toxip "I". (In experiment eeren group D was 
 the oriil-chtrt group which aa&de in average score much 
 higJ-jcr thi^n the film group "C", I'he pereonrtel of these 
 groups was the saae in both experlnsente with the excep- 
 tion of four papiie, who were absent , in e&oh group, 
 Gx'oup "A** vffes the film grx>up in experiiiiSiit six vthioh 
 ma&e a eiightly higher ©core thst the filoa-tuik group 
 "B", which 9?ss not used in experiment eight.) 
 
 Jhe rank of the three groupss ia termts of 
 the oompoaition test is, first the oral-chsrt group *^C", 
 seoond the fila-tuli; group "1", «nd third the film group 
 "D", In the total eoore the fixia-tulk group "A"* is ,80 
 points or £.47a higher ti-.an the oral-chart group "0", 
 which i6 in turn C,30 points or iy,7.^ higher than the 
 film group "r". 
 
 'x'o return to the conaideration of Ih© question 
 score, we find that the film-talk group made an average 
 &oore 16 j^er cent hi^j lier ih&n the film group. I his 
 result is contrary to the atiiteKseat corauionly laade by 
 film enthasiaetB, that it is psychologically wrong to 
 talk to s group while ® fllia is being Bhowa, 
 
240 
 
 She film-talk, group also wfcs 14 per oent 
 higher than the oral-chart grou]. in the question score. 
 Thie result reflects in part the advuntage of the film 
 itself over the charts or pictures copied firom the filai 
 in blaotc and white. Xhe teacher in both groups was the 
 stiiae. 
 
 The Qoci|3oaition score ehows & slight saperiority 
 of the ortil-chart group over the filn-talk group of 3 per 
 cent. 'towever, the difference between these two groups 
 and the film ijroup is very striking. 'ihe oral-chart 
 group wae 31 per cent higher, and the filia-t&ik group was 
 2& per oent higher than the filai group in the oorafouition 
 test. 
 
 'Xbe meiaorsr test residual score £br the film 
 group is hl^jher by .57 points or ll.£^ than the oral-chart 
 group in the com>osition test, but .90 points or 16.3;^ 
 lower then the film-talk group. SViis result is interesting 
 in view of the large difference be*¥e«ii the filtt group and 
 the other two groups in the ori^lnl eom/ioaltioCi test. 
 
 'i?he residual scores made by the three groups in 
 the question test ranks the film-tslk group first, the oral- 
 chart group second, and the film group third, with a difference 
 of 1.20 points or 27.9^, anA 1«£0 points or ZB,7% bets^een the 
 groups in the order named. The esme relationship holds ft>r 
 
 the three groupe in the rdsidual tot&l score. The 
 
241 
 
 film->talk grovip being 2.88 poiata or 31»9% higher than 
 
 the oral -chart group irtiieh is in turn .42 points or 4.S|» higher 
 
 thftn the film group* 
 
 The memozy test soores indicate a distinct 
 adTuntag,e for the- film-talk method over the other two 
 methods ae far as the araotmt retained is concerned. 
 
 Iihe per cent of loss for each groap varies for 
 the three aoores. In the question test the film group 
 has the highest i:er cent of loss, with the oral group 
 second and the filsa-talk group third. !rhe highest 
 per cent of loss in the oompoBltion test is ffiiown by 
 the oral -chart group with the filra-talk group second, 
 aod the film group third ?rith a per cent 10 pointii lower 
 th&n the oxsl-ohart group. I'he highest per cent of loss 
 in the totel score is likewise shown toy the oral-chart 
 grou]:. Ihe film group, hoaever, is seooiid am. the film- 
 talk group BhowB the lowest per cent of losa t^ 4 per o@Qt. 
 In none of the t ree soores does the oral-chart group show 
 the lowest per cent of losi^. In each inststnce a group 
 ¥ihieh had seen the film recorded the lowest ]<er cent 
 of loss. In other ?/ords, the group receiving the largest 
 amouQt of oral instruction shows the j^e&test ^m 
 cent of lose taking the experioient as a whale. 
 
Xhls roi^ult i: alnllar to the one obtained In ax- 
 pdrlr.ont jovon. 
 
 In orler to oheok the validity of the tests 
 therasalves in terns of the previous knovyladge Df the 
 pupils of tho life hletor/ of the Konaroh butterfly 
 thirty-Beven pupils of the eight rrade group B ware 
 given the t%o fol'i test ut the 3 -:me time the memory 
 t0 3t v;ri.s given to groups A, 3, and I>. 
 
 They vera Inutruated ms fol3o??a;- 
 
 "Today | 5a >^oin;3 to .^Ive you 
 a tost on the life history of '.ho 
 Konuroh butterfly. You h-ive not 
 henrd this story nor h'Ave you soen 
 the fllrc by th-it title. First I 
 want you to rrlte a soTTipoaltion on 
 the life h'atory of tha Monaroh but- 
 terfly, -.8 soon as you ' ivo finished 
 turn your puper ovor on tho deak md 
 ansver as ir^tny of -.ha questions on 
 tho sGOonrl shoet fie ;;oi otn. Do not 
 10 ")k ■tit tho queutions until ^ou have 
 flt.iahed your ooracocitions. Before 
 st«irtlng tho trtct y.rlte jour na?pe, 
 tjride nd home teiiihar at the top of 
 e*ioh Bheot." 
 
 These papers v-ero scored along 'f.'ith the 
 neaor^ t»Bt p^ipers ind avowed tho following results:- 
 
243 
 
 jroap ^ T 
 !To Instruction: 
 
 avor':.^5e 
 '.qaojjtion 
 scjore 
 
 JinpOiSltlon 
 eaore 
 
 tOtni 
 
 acioro 
 
 aver-:?, -59 
 
 Trite] i t3;9nce 
 
 soore 
 
 avar;/j?e 
 
 
 . 64 
 
 1.V3 
 
 £ • »i7 
 
 9£.j>l 
 
 107.6 
 
 14.10 
 
 Xabl© gOfl, rh© resalts of ijivlng 
 the "bitterflj^ ta-t' to thlrty-soven unlnstruo- 
 
 ted aighth grade iipila. 
 
 9y f 1* aing tho per cent o^ioh eooro In tnl)l« 
 o 
 twenty-.*iie la of the nverat-re of tho avera-^e question, 
 
 oonpodltion and total jrl.];lnMl scores for th<9 tViree groups 
 
 '. e find tho por oent of eaoh e jore whioh oan be attributed 
 
 to orevious knowledge. Thus ve find that 6.5 per oent of 
 
 the ^rlgirjfil queatlon Boore, 3,£ per cent of the origirial 
 
 ooro osltlon soore ?md £ per cent of the total acore cn/y be 
 
 c^ttributed to knowledge of to life hiatory of tho Monarch 
 
 buttor.ly ??hlah the pupil ; oaaeased r»re7lous to experiment 
 
 Gif-ht, 
 
 ?-hil« these p^roents are not small enough to be 
 
 nogleotea the;;/ aho^- that tlie aryrers to the qae.'tion test 
 
 used in exporiraent oi-?ht 94.5 ^ dependent on the Inatruo- 
 
 tlon rooelved aa fsir hs the^e eight *5rade pupils v-ore oon- 
 
 cerred. 
 
244 
 
 OHAjPTER IX. 
 jSxpGTiment 9. 
 
 ?30BTiJSrv?[- The deepar one digs his ^'ay into 
 
 a researoh problem, the more refined bis teehniqae oi" 
 prooeduro beoomos, said, tlje more critical he is of his ow^n 
 digging, .'repress seens to be increasingly alowor. It 
 takes longer to hoist the shovel fall :f ore. to the sur- 
 faoo for an evaliiation. 
 
 The first eight ex peri a art s led the experimenter' 
 to v/aste no ofi^ort in his attorapta to duplicate the film 
 eitiiation in the teacher situation as closely as poaail-le. 
 This desire vaR realia«'? in the happy selaotion of a film 
 wherein a v/ell known geographer was shown giving an il- 
 lustrated chailr ta'-'.. The -'.'rltar' practices uho 3aire clmlk 
 tallc, and tlietn sel acted Wo groups fron oach of the seventh 
 and ai;3hth grades to be taught b^ the two methods. The 
 corapariaon made therefore ^.^ae. one betv/een the amount of 
 infornsation taught b.y the film r^yid that taught by the 
 writer's duTJlioating chalk-talk, to the pupils of the 
 groups named. 
 
245 
 
 DiSSaHIPTIOir OF TH3 JSIPSaiMiJl?!. (1) 3\--bJe3b3 . 
 
 nlno wora fia fria.'a'bara of groaf^ B *uid J, eighth grv^de, 
 and groups 3 \u'l J, s«Tei;th gr^ido, Tbornftarr Schoo) . 
 
 (t) y opjQ . Dcrv^ri^l filmy lore under ocnnidera- 
 tion ibr ©Tp«rifn«3.rv nirn?, bul fow i>errjl-tt9u of tha -tiyf^o 
 oj^ oonparisoii wiiloh tno v'ilt.er dutiira'ltu caakc- Fiiiaili?, 
 "The Staiy o/ a MouiitaiiJ Cl^ioler" waa dcoidod upon, since 
 the filia w :.o tx raoving pioturo of Mr. Atv'Ood giving a b3aofc 
 board o?ia JLk ti&lk on this sabj^jt. I'ba oai'tiona ad'cveA to 
 supply the lack of thfl a poken vYOrd, ami stiil uoeneB of 
 glaciero wore inters i^eroed throughout the filn iji t; e capa- 
 city of addi* iontil iilustrtitive rattorial. Ona aoone ex 
 floating loebergB repreaentoi the on3y action piotura in 
 t>w rilra outjiijde of Mr. Atwood'a isiotions. 
 
 Thav/riter duplicated this material by copying 
 two charts frora Mr. Atv"?oo3*s drawings, "irfl by prstot icing 
 on the Jther otaUt aketches until « v-aa y.ble to reproduce 
 then In a fiiirl,^ aooarats and rajld nBDner. The piotorlol 
 Bftterlal v?aa illuatateJ ^^nd desoribei verbally aa the talk 
 progressed, 
 
 (3) ' fhe present ..t5 on pr tho topic . Group 3, 
 eighth Krfc.de vjib aseeiEbled in the gJf^graphy clsBasroom on 
 
246 
 
 ^oem"ber 13, 19E1, rmd reoalyed the following Inetruo- 
 t ions : - - 
 
 To-d^' I am goin -: to tell ^ou the 
 "Story of a !tour!taia Jl.'ioiar.'* 'lovi .T:aiiy 
 know v^'hat a glacier iaf ( ^^how of hands) 
 Pa/ strict attention to .11 you 99© and 
 h^r, for you v^ill 'be given a test at the 
 ana of the? ne-^io'' ^o find oat hos roach you 
 hficro loarnedt alDOur mount tin glaoiera." 
 
 T'ne vvriter then ttilkod to the group for 
 thirteen isinutea, using tho front blaokhoard for hie 
 sketohes and gharts. A stenographer was present .luring 
 the or' 1 instruction period, end took a re>;ort of the 
 writer's rerh-^l Instraction. -' f'-: e steno;:r ipher mlaander- 
 atood lirectlona and failed to make a etriotl/ yerhatlna 
 reoord of the ar^l lastir'jotion. ) 
 
 Tee stenograp er'e recoil of the or?il Inatruo- 
 tion is as follows:--- 
 
 Mountain Ulaoiers 
 
 Thi 8 raornliig ve are goln^ r o make a 
 study of ttoiint-oin irlaxiiers. It ia a big ao- 
 cumulation of ano?';' hig;h up in the mo'intatna. 
 This sno^ is so heavy that it presses the 
 Icmer la^^ors of the snov? into iee and in 
 this fafihion a glacier is formed. ( lonrdi. 
 Sn o ^ali - -iSxaraplo . 
 
 T'^ere are certain features in h glacier 
 which v^e nust study In detail, For esarocle, 
 a ql^oior consists of such ■>. hig portioi; of 
 loe t .; t it often begins to Oi^ck and this 
 
247 
 
 orerasscb ^re tv^ or tix'oe huncrcd fee* deep. 
 
 Along v.ith t'BB glaolor i3 often ft Mg 
 aoeumalstlon of rooks and gravel. ?bia ao- 
 
 ouniulatloii rnsves sj.:.rvg v,lth the glacier acd 
 foima a aoraiii. (Beard). 
 
 (rhera sra throe moraines to ti« dlacuBaod. 
 I-*--*t©i's.l , TJedia3. » -nd Terrdra.!. ) 
 
 Vii;ori a moT:ln id format.: at the si 3© of s, 
 glaoier. It la eall«a a Lateral Ho rain 
 
 A Medial Morain is fortne-i bj' th© union 
 of 'tvso lateral laoraiiiS. 
 
 A Terminal Moraln is foirood b^^ the asoumii- 
 lation o£ x-ooka sjidt gravel at the extre^nity 
 cf tlis 5'li. olar. If a tree is in tbg 'r^ay when 
 the glaaier moTes along the aoounaala tione often 
 ar« tjtoppe^ h/ the t,r«« , but thoro Is no p^ar- 
 tiotilar name for this. 
 
 As uTie glaoier rsatjhea t^e ':^allQy It 
 pushes on toward the sea, and there It bre'^ka 
 off into large pleaes of ioa forminig loebez'gy. 
 (^a-sp"JLe of ainklvi^ the titanlo. ) 
 
 If the aliPiii'S ^Imnges and r?e have 
 Bereral warn sarsrners the ijlacier raay be /aeltad. 
 (Beard) I'hlt nieltirig shangee the shape of 
 the glaoier, making it no longer fierpessdisular 
 in sb&pa. (Board) After this melting all the 
 aocumulations of this glaoier oos» down to the 
 water's Dicath and founs ^j. delts. 
 
 Some glHCiers never reach the rsea et all 
 beo9.w.se thej? are too far froij the sea (Alps). 
 They juat resoh tbe valley- arid melt anc3. ibrci 
 £i little ^streaa er river which i:oea to the 
 ocean* 
 
246 
 
 3Iaai®r3 are started Tsry high ap in the 
 sioantalns and the morlng of this j^laalor is 
 
 detarialnsd b; ho-* ;3t-iop tiie siox^e is !« th« first 
 pla<j«, ana hov/ Each 3 raw there is to push it 
 along. If wa havo a low iriouniiairi, it will not 
 roll so fast. So :/ou oan sea tho pi'o^i^^^a of a 
 glsoier is very alow and it takes iran^ /s ars 
 to raaoh the veil ley. Saoh ^^foai* thero aro now 
 aosTiTrial ations of ariO\s-, thus iimiang it almost 
 permaneitt . 
 
 aipila; Ham'jishar about the iBOiains and their 
 
 defiiAitioris. 
 
 An exatslKrtloB of this stenographic report 
 indicates that tl» writer's oral instruction could have 
 been iapitJVoA in several places. Were the writer to 
 repeat this expe yiraent , he wou3 d '«?rlte out oarefU-lly the 
 Qx&Qti wording of his statements, and then Eiemorlse the 
 lecture. 
 
 Sroup 0, eighth f?rade followed the ehilk tik 
 
 groap B. The instruotl ons given to groap wer© ira 
 
 follows: 
 
 To-5air I asQ ^Ing to show you e film 
 which will toll you the 3t> ry ol a Tuoantnin 
 glacier. &o^ Kafiy know '!7hat a gl".ai®r isv 
 {dhow of hands;, ^^a.,/ atrict attention to all 
 you s»ee, for you will bo given a test at the 
 end of the -period to find oat how muoh i^on. 
 have learned aljout sioun'tsin glaoiora. 
 
24y 
 
 fhe fills waa thou proj«ot»d befors th« grottp» 
 tho tl^ iznrolvad being thirtson mlnatds* An llXust* 
 rat«d oatlins of the film follows:- 
 
STUDY OF A MOUNTAIN GLACIER 
 
 250 
 
 Snow gathers among the mountains 
 
 Figure 3 
 
 The young glacier moves slowly down 
 
 the mountain valley 
 
 Figure 4 
 Falling stones form moraines 
 
 A SURVEY OF THE REEL 
 
 Purpose of the reel: 
 
 To depict fully the 
 
 ■process of glacial formation. 
 
 In this film Dr. W. W. Atwood — formerly 
 Professor of Physiography at Harvard, now 
 president of Clark University — gives a per- 
 sonal "chalk talk" in vi'hich we are told, 
 chapter by chapter, the fascinating story 
 of glaciers and icebergs, moraines and 
 crevasses, '-'ice tables" and glacial rivers 
 and valleys. Graphic diagrams picture 
 cause and effect, with magnificent seenics to 
 illustrate each point. Not the least inter- 
 esting feature of the blackboard work is 
 the fact that Dr. Atwood uses botli hands 
 with equal skill and rapidity. 
 
 The reel opens with motion pictures show- 
 ing a glacier as it moves down between its 
 mountain walls and meets the sea. Then 
 to show us how a glacier is born. Dr. At- 
 wood puts upon the blackboard a cross-sec- 
 tion drawing of a glacier and its valley 
 (Fig. 1). In this diagram he visualizes 
 snow accumulating high among the moun- 
 tains, and motion pictures supplement the 
 blackboard explanation with scenes of lolty 
 peaks and mountain snow fields (Fig. 2). 
 Another chalk illustration pictures in per- 
 spective the suo'xy beginnings of the river 
 of ice we call a glacier. 
 
 ' ' The weight of the snow, ' ' explains a 
 title, ' ' causes ice to form. ' ' This is indi- 
 cated on Figure 1 by labeling the lower 
 levels "ICE." Moving pictures show us 
 a parallel stage in glacier formation today. 
 On the perspective diagram Dr. Atwood 
 then pictures the gradual increase of gla- 
 ciatiou, as the moving mass of ice makes its 
 slow way down the mountain valley (Fig. 
 3). He shows in detail how a giant crack, 
 called a crevasse, results where a glacier 
 bends over a steep slope (Fig. 4). Motion 
 pictures illustrate crevasses in actual gla- 
 ciers. 
 
 Next we come to the story of mor.nines, 
 those aceumukitions of gravel, stones, 
 
251 
 
 rocks and boulders that, ages after the gla- 
 cier has disappeared, still mark its path. 
 Some of this debris the glacier plucks from 
 its bed as it makes its rough-shod way along 
 the valley; some of it rattles down from 
 the mountain sides. This process is graph- 
 ically indicated on the cross-section sketch, 
 and detail drawings explain step by step 
 the origin of each type of moraine — ter- 
 minal, side and medial (Fig. 4). Here 
 again imoving pictures of actual moraines 
 give eonereteuess to the sketches. 
 
 The cause of those curious fonmations 
 called glacier tables, or "ice tables," is 
 made clear in a detail drawing. A huge 
 boulder, falling from the mountain side, 
 lodges upon the ice. By and by, as the 
 sun 's rays melt the ice around and the 
 boulder continues to protect the ice be- 
 neath, the rock stands perclied upon a little 
 peak of solid ice, like a table top upon a 
 pedestal (Fig. 4). 
 
 When the glacier reaches the sea, the 
 ends are buoyed up and broken off, formin;^ 
 icebergs that float away like drifting moun- 
 tains (Fig. 5). With remarkable vividness 
 the chalk sketch pictures tlie iceberg's re- 
 lation to the glacier (Fig 6) and makes us 
 realize that all but about one-eighth of the 
 berg 's mass is submerged. The drawiugs 
 are again followed by moving pictures that 
 give us the sensation of actually threading 
 a ijerilous path among these gigantic, pic- 
 turesque mountains of ice. 
 
 ' ' In time, ' ' a title tells us, ' ' the climate 
 may grow warmer and the glacier be melted 
 back. ' ' On the chalk perspective the gla- 
 cier is erased back and the new appearance, 
 due to imelting, is drawn in. Dr. Atwood 
 shows how the stream that flows from the 
 melting glacier forms a delta at its outlet 
 (Fig. 7). Glacial action has left a shel- 
 tered valley, which proves an ideal location 
 for the little village that soon springs up — ■ 
 visualized for us by tiny houses drawn into 
 the diagram. Glacial streams furnish 
 power to run factories, and in time the vil- 
 lage becomes a city. 
 
 The reel closes with a magnificent pan- 
 orama of a glacier, of which Figure 8 
 shows us one interesting view. 
 
 At the sea, icebergs break off 
 
 The floating bi 
 
 Figure 6 
 
 rg is seven-eighths under 
 water 
 
 Figure 7 
 river flows from the melting glacier 
 and forms a delta 
 
 Panorama of a glacier 
 
25a 
 
 THE K)TJ.0V,I1IG OHARTS WiffiS 00PI3D 
 FROM THii) FILM AWi) VvalRa) U3tiD 
 BY TMOoji; GIVIIIO TKd OP.^.T 
 INSTRUOTIO:" IN ifiXPiiRI- 
 MiiNTS HIHfii TfiN AND 
 iSI,i27iiIi[. 
 
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255 
 
 !?he follovdEg day, D^oemhor 14. Clroups 
 an« ]) of tbs aovor.th grafle vero ?!jlvoji the fsiaw© instraotlon 
 Otttllnea abore, a;roiip C? being the ol&lfc-talk groap, Jjad 
 grcKp being the ti'lm jfiroAp. 
 
 faring th.a rr««<Jnt?i.tion3, lualiHtxnt.a sitting 
 to th?t laft and In front of f;h e groap« oatl'^&teJ frcsn 
 rainut« to ndnnto the number of pupils t>.ot rajlng atten- 
 tion to %'m instruotion. Thie attention raoord was kept 
 for «acjn parlo^» of inttraotlon. The aaalBtroits wore 
 traJ.nai for the work hy the writer who oopiad the isathod 
 f so rat that used hy i. C. l«'orri3ou ot tha Jjalversity of 
 Ohlaago Zahov-^tiyjc^ Jahoois. 
 
 ^^J 'i^'^^-g t.»3':ta . 'V"(i t(!ji3t given aach group 
 liiwiodi.^t9ly foll^f^ins the preaontatloji was & three fold 
 test ;:^ade up b;s? the v?rlter'R aeaistKntB, oonals^ting ^'irat 
 of a aompos'tlon, seoorxd a question test, 'ixA third a 
 ahart or drawing teat. The ootspoeitjon tent ivas a apon- 
 taneoiiB ret-ort by tno pupils written on the story of m 
 mountain glaclor. I'he qvieBtlon and ch? rt> t«8t ^>^&r@ 
 !aiEieo;*raphed on a aingla i.hi^Qi. hJseh group rfo^ivad 
 the folloi^lng Inatruotlons lefore p.t^rtln^ th's teste: — 
 
25G 
 
 "Fliat write your n?.imo, 
 gr«i<J9, fiJi'i hojHvr touahor ^it, the 
 top of the bift{,fc 8h«»et« 1- en 
 write all y;m can rejaeffibar of 
 the etcry of a iR!iint«in g] naler. 
 As soon 'la j/oa h-ivo flulah-fid i/oxir 
 oonpositdon tarn that sheet f-ioa 
 down on y ar deak 'ind then I vdll 
 give you J )ur ouoatlon sheet, 
 
 "Bofore st'.srtlni? to ana-.^er 
 the qutioti ms rtta your n!i.ra«, 
 grade, rmd homo tev-shar nt t).e 
 top Jf your quoetlon Bheet. Then 
 fjll in as many of t'-ie blank asv-o- 
 eo ac yyu oan. You *ill bo driven 
 tine to fir: I ah. When y u hiive 
 fi;;iahe3 f )1 c*. ^-ou.r ^ap'-T through 
 the m ddle -ind bring it t rse nt 
 tho 'leek,** 
 
 fhe paparo '--ero scored b the rl tor's assist- 
 
 snta t«ioe» The ue3 >nd scoring aervedS >\a a oheok r^nA 
 
 wfis flons hy a aeoond aOBlBtant six weeks 1 itor. The 
 
 reethod of soaring the ooro positions is fi-asorlbed above 
 on page 164 » 
 
 Ths qaeation test '.xnA aooepted answor key are 
 as follows:- 
 
257 
 
 1. ifhere does snoxv accumulate' 
 
 2. Of v/hat are glaciers coapcsed! 
 
 3, ihat causes ice to form; 
 
 4» ihere are glaciers usually formed? 
 
 5. - causes them to move 
 
 ^. Ho\v do glaciers move? 
 
 7, Hov/ are cracks and crevasses formed: 
 
 8, A moraine is composed of 
 
 9. The gravel pile on a glacier behind trees is called 
 
 10. Name -the kinds of morraines.. 
 
 11. Hovv' is a glacier table formed? 
 
 12. What happens v/hen a glacier reaches the sea? 
 
 13 . what is an iceberg? 
 
 14, What effect does the weather have upon a glacier? 
 
 15. A melting glacier foi-ms a 
 
 16. What is formed at the outlet of a stream' 
 
 17. How is it formed 
 
 IB . Are de It as inhabiti" d . 
 
 19. On back of this slK^at illustrate (a) crevasse, (b) glaaier table (c) delta, 
 
 20. Illustrate the tro cypes o: mcrraine an back of this sheet. 
 
25« 
 
 Scoring Key Used lix Mperivient rine 
 
 ?a3ue of enoh question in points sh /vrn bj nambar in br akets 
 to left of qaeatlon, 
 
 (1) 1. Up high is mountains, or high In the 'nountnina or on 
 Boant'ii)! tops. ' 
 
 (5) £. Sno??. ioe, rooks, gravel, and dirt (one for each.) 
 
 (1) 3. height of anow, or i^oklng down of oaow.or weight ax& 
 melting of snow, ® 
 
 (1) 4. In the moantaln ralleya. 
 
 (1) 5. Weight, or gravity. 
 
 (1) 6. Slov/ly, or very slowly, or an Inoh a day, or a foot a 
 day* 
 
 (1) 7. By the ^i oier bending over a steep slope, or by ?oins 
 over a bump in a mountain. *' ^ . if »"i«s 
 
 (3) 8. Koolcs. gravel, and dirt, (one for each.) 
 (1) 9. A rioiaine. 
 
 (4) 10. I^edial. terminal, lateral, and sub-moralna or midaie. 
 
 and, or aide (om for each). 
 
 (1) 11. 3y the ain*s rays laelting the i^e from around a big rook 
 on the glaoler. 
 
 (1) 12. large pieoes break off into the sea. 
 
 (1) IS. A large iDieoe of floating ioe, or a piece of a glasler 
 in the ooean. 
 
 (1) 14- It melts it back, or melts it. 
 
 (1) 15- Streaffi or river. 
 
 (1) 16. A delta. 
 
 (1) 17. By the Slrt washed down by the stream. 
 
 ( 1) 18. Yes. 
 
 J^otal qaestions £7 points. 
 
259 
 
 (3) 19. One point was given for eaoh reproduce' correctly. 
 
 (£) £0. One point was given jtor eaoh moraine reproduced 
 correctly. 
 
 Total chart 5 points 
 
 ".rand totsuL 3£ points. 
 
 (note. In eccperimsnt eleven an additional 
 drawing was requested of the pupils. All the grou-s were 
 asked to "draw a cross-section of a glacier." E&oh item 
 correctly reproducel was scored one point. The "items" 
 accepted were, the mo mines, layer of ice, layer of 
 snow, crevasse, mountain tops, valley, icebergs, and 
 sea. This drawing represents a reproduction of chart 
 33 shown on page 2-^4- ,) 
 
260 
 
 !I?he nsemory tests were adminiatered to the 
 four groups five weeks after ttie original tests. Oroaps 
 B and of the eighth ^rade were giren their test January 
 17, 19££, in the a SBembly hall. After the groups were 
 assembled the writer gave than the following instructions; 
 
 "How many remember the sto ry of a 
 mountain gaoler which you heard rae tell or 
 saw in the film, before the holidays? (Show 
 of hands. ) To-day I am going to give yoa 
 another test to see hov muoh you remember 
 aboat mountain glaciers. Put your naiie, 
 c;rade and home teaoher on the blank ^eet. 
 and rrite a oomposition about the story of 
 a mountain glaolor. .;hon you have finished 
 your oomposition, turn the paper over on the 
 desk, -"^nd I will give you the question sheet. 
 Then write your nane on the question siieat. 
 Anar.er as many of the questions as you oan. 
 ?ihen you are thru, fold your papers together 
 thru the aenter, and bring than to rae." 
 
 3?he seventh gr^ide groups and D were given 
 thalr memory test the following day, Jamiaj^ 18, to 
 oorrespond to the same length of time between the 
 eighth grade groups. 
 
 k% the same time the memory tests were given 
 January 17, eleven pupils from group k of the eighth 
 grade r/©i*a given the same test. This gaoup had re- 
 solved no instruction on the -itoiy of a Mountain 
 Glaoier, an& were selected frc3rrs grwp A at random. 
 
261 
 
 The instruoti ons given this group before talcing the 
 test follow: 
 
 To-day I am ^oing to give ^ou a teat 
 on the Stojy of a Hountain Glacier, "fou have 
 not reoeiver? an^ inatruation on this topic, 
 but I \';ant to laiov; hov; isuoh jrou know ah oat 
 glaciers already. \.rite your name, grade, 
 and taioher on each sheet T give you. On 
 th« blank sheet rrite a oompositlon on t>ie' 
 st»ry of a Eountaln ^aoier. When you have 
 finished jour conposition, answor as laany of 
 the questions as you can on this question 
 sheet v/hiah I rill fiiva you. '//hen you have 
 finishoi both testa fold your ^pers together 
 thru the center and bring Ihem to me. 
 
 These tests, written by the uninstructei group, 
 as well as the memory tests vvere scored in tha same 
 manner described abov^e on page 2-5^ . -jhe second 
 
 scoring was done several weeks after Uie fi rst scoring. 
 This served to check the original scoring, and to in- 
 sure greater accuracy in scores theraselves. 
 
 THS RE3UITS, The scores made by each 
 group in experiment nine were tabulated by groups and the 
 averages were calculated and recorded in table 21, 
 

 
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263 
 
 These averages reveal that the ohalk-talk 
 groups made his/her soorea t>an the film groups In eaoh 
 Item of the original three fold test In both grades. 
 The 11 fferences between the tv?o seventh grade groups in 
 the question an<3 ohart test is very snail, a dil ff erenoe 
 of only •76 points or 5.9^ on the question test, and .03 
 points or l#rS on the ohart teat In favor of the ohalk- 
 talk group# The chalk-talk group, seventh grade, %*rote 
 longor oomposltlons than the film group by 9*44 Ideas 
 per Goraposition on the aver-ii?e. The ilfferenee between 
 the two groups In the totial so ore Is 10.13 points making 
 the total score of the ohalk-talk group 34 par oant higher 
 than the film ^roup. 
 
 The eighth grade film group "J" made a noticeably 
 lower 300 e on the teat than the chalk-talk group "D", In 
 fact, the perronaanoe of the film group in the eighth grade 
 is l0f>'er than either of the seventh grade groups in eaoh 
 Item of the three folc! test* The writer is at a loss to ex- 
 plain this performance, since the factors throu^ehoat the 
 Hdmlnlstratlon of the test were nearly constant in each 
 group, nothing happens') during the conduct of experi?ient 
 nine to account for the performance of group'- 'V?hich was 
 observed by the writer or his assistants. 
 
 The scores made by group "C", eighth grade are 
 lower than the ohalk-talk group by 3.91 points or 
 !5S,1% in the question « 
 
264 
 
 test, by 1.87 poitote or 110. 0,« in the chart test, by 
 4. £7 points or 20.7^ in the oomposition test and by 10. > 
 05 in the total soore. The total soore of the chalk- 
 talk group is 37 per aent higher than the film group's 
 total score. This is almost the SJne relationahiip be- 
 tween the total soores as ?/a8 found in the seventhgrado. 
 
 An ezaiBl nation of the soores made in the momoxy 
 test shoe's that the rasidual soore for the seventh grade 
 film group "B" la higher In eaoh Item than tha ohalk-talk 
 group "0" with the oxoeption of the oompositlon test saoxe. 
 
 The differenoes between the two /groups, Yxovjoror, 
 are very slight being less than one point in eaoh item. 
 The peroent of loss is therefore greater for the ohallt- 
 talk group than the film s^roup in eaoh part of the test, 
 the most notioeahle differenoe in loss showing in the oom- 
 positlon test where the film group only reoorded a loss of 
 4 poroent as oompared to the ehalk-tallt group's loss of 
 41 peroent. 
 
 The resl^al soore recorded by the eighth grade 
 groups shoKS the ohalk-talk group to have the higher soore 
 in eaoh itt^ with a total score lH percent hi #iar tl&n 
 the film group in the question soore, chart score, compo- 
 sition score and total score. In experiment nine the film 
 group's peroent of loss is lover than the ohalk-talk group 
 in ever/ item of the three folc? tost in bothgrades. Tills 
 
265 
 
 result adds raore weight to similar flntilngs in experlmant 
 six, seven, and eight. 
 
 7he unlnst ueted group wMoh took the three fold 
 glaol er test porfomed as shoivn in Table ££. 
 
 
 a roup 
 
 Srade 
 
 No. 
 
 pu- 
 pils 
 
 Ave. 
 chron- 
 ologi- 
 cal 
 age 
 
 Ave. 
 score 
 intel- 
 li- 
 gence 
 test 
 
 Ave. 
 In- 
 telli- 
 gence 
 auo- 
 tlent 
 
 Ave- 
 
 ques- 
 
 tlon 
 
 score 
 
 Ave. 
 ohart 
 80 ore 
 
 Ave. 
 
 oom- 
 posi- 
 tion 
 score 
 
 Ave. 
 
 Total 
 
 Score 
 
 
 ttnlnstruo- 
 ted 
 
 8 
 
 11 
 
 1 
 1E.85 
 
 ' 93.65 
 
 ! 
 106.4 
 
 4.09 
 
 .27 
 
 8.50 
 
 11.86 
 
 fable £2. The scores made by the uninstruotei group In the 
 8th grade in the glacier test* 
 
 On oCRsparing the soores made by the Inlnstracted 
 group ^ith the average of the average aooroa in each item 
 of the test made by the eighth grade groups, we find laiat 
 the uninstruotod group made a score of £9 peroemb as high 
 as the average in the question test, 10 percent as high as 
 the average in the ohart tost, 53 percent as high In th% 
 composition test and a total score 39 percent as high as 
 the average total soo^e. 
 
 This indicated that the eighth grade pupils had 
 gained some knowledge previous to the experim«it oonoeztiing 
 mountain glaciers from their geography class room »ork:. On 
 inquiry this was found to be l^e case. From the viewpoint 
 of previous fcnovwledgo the chart score v?as least affected by 
 that factor. 
 
 Another factor should be considered in this con- 
 
266 
 
 rs83t1r»n, na!iJ«l^ tho iriai-o t2# of V,a tost itsuif. ; t- 
 
 30 tl oxanlncition of the oo3t queationa s'-Oi^e th .t 
 the msver to :i auditor of tho fuesfcions Ohn hQ foand 
 iri the cuoatlon following that Pnrtlciilar qacetlon. 
 Tho aasUstants v?ho wi 5o up tho test filled to remody 
 that situation. rh« :?riter v ls unnble to oorreot th?s 
 error bef ro tho ax rlTank airico ho v}h& to gfve the 
 oral liatniotion, :ind hsnoe was /lot '>er?n5tted t:. soe 
 the f;si?t3 until ^fter the oloae of exoerinants nine and 
 ten- 
 
267 
 
 3?he attention anel^sie wse aade la tome 
 of ths a£taber of pupils not pasrlog etteatioa to 
 t^e preBeatatioa per Qiaate. The e&sistsat making 
 the aaaiysie was instructed to watch the group aaf 
 record tho iszaber of pmpilB vho «ere ob^rred oot 
 pajiag attention* "hd aseistant eat in fro at of aod 
 to oae si^e of the gros^. 
 
 She i&ethoc of reecr<^iag the analjrBia was aa 
 follOfsB: firet, a lioe i^ae 6Tssa aa6 beXov the liae ttia 
 ouiher of pttpile in the oeetion va» placed am a 
 readiaiaator; thea the line wae I'iYifet' into phases 
 of a aiaute eeeh* The lapse of tisie from the beginaiag 
 of tho period wee la<^loatet' b; the upper row of figas^s 
 worked with the Biimte sign* She etoaerstore imiset^i atel^ 
 above the lioe ia^ioate tho ocuBber of pupile ia attentioa 
 from tim€ to tisie* The fraetion at the ri^ht ie the 
 eompiited total aTorage time in vhioh the claea wae ia 
 a learaiog cituation* 
 
268 
 
 
 V S' 
 
 17 
 
 SB 
 
 £3 
 
 f 
 
 g» g» 71 
 
 ii 
 
 84 £4 £6 
 
 88 £8 
 
 26 
 
 2B 
 
 2? £4 
 
 8» a* 10" U» IE" IS" 
 £4 
 
 £8 I £6 £6 
 
 ♦-SL. 
 
 £4 
 
 £8 
 
 £« 
 
 f^ 
 
 £8 
 
 £3 I 300 - 8g, 
 
 £8 1 364 
 
 Oaroup C» Chal&-talk» Seveath grade* 2^©€mber 14. 
 
 Obeeyver Mies Jlevill©. 
 
 1 
 
 • £ 
 
 « 3 
 
 »* 4 
 
 •♦ 5 
 
 « S" •! 
 
 "» a« 9« 10" 11" 1£" 18" 
 
 31 
 
 £9 
 
 £7 
 
 .31 
 
 £9 
 
 £8 
 
 Sg 
 
 31 £7 £0 
 
 PB 31 £8 
 
 set 
 
 33 
 
 33 
 
 33 
 
 ^ 
 
 33 
 
 33 
 
 33 
 
 53 53 33 
 1 
 
 33 S3 33 
 
 4£$ 
 
 - 84,38^^ 
 
 Groap I^, Flla, Seyenth grac!©, I*s6©isl)er 14. 
 
 Obsearver ilise Stuart. 
 
269 
 
 3C 39 
 
 4] 41 
 
 41 
 
 4" 5" 5'^ 7" Q" 9'* 10'- 11" 12» 13" 
 
 I 
 
 38 39 
 
 41 
 
 4G 38 38 
 
 4lj 41 
 
 41 
 
 30 35 
 
 41 41 
 
 41 
 
 38 
 
 41 
 
 40 
 
 41 
 
 36 
 
 41 
 
 483 = 90.81^ 
 
 532 
 
 Group 3» Chalk-talk, ^ghth grade. laoembt.^ 14. 
 
 ObBerrer Mies Hilgar() 
 
 1» H" 3" 4'' 5" 6" 7" Q" 9" 10" 11" 1£" 13" 
 
 39 
 
 33 
 
 36 
 
 36 
 
 89 
 
 'M 
 
 40 
 
 38 
 
 40 
 
 34 
 
 50 
 
 • 
 
 36 
 
 464 
 
 4C 
 
 40 
 
 40 
 
 40 
 
 4C 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 
 40 
 
 520 
 
 = 87.30^ 
 
 Group C, Filcu r^lghth gra^e. Daeeaber 13. 
 
 ObBdrrer ^I^jb Sleville 
 
 • AtwooS's coatiotte^. drawing borer' the eMlfrea at this point. 
 
270 
 
 The acearacy of this method of attention 
 szialysis is of ooarse open to criticiBia, !^?en 
 
 though a pupil niay appisar to be in«attontive, h® 
 may lao paying strict att«ntion, and vie© versa. Ho*,?- 
 erer, a child might be paying attention v'ithoat looking 
 at the lectaror in the or^l group, hut not without 
 looking at tha screen in the fila group. At msy rat©, 
 this method serves as a check on the att«ntion aitaation, 
 whioh is aaore accurate than the opinion of tho ohservor 
 of the el&SiS period ma a whole. 
 
 flm j^r c<?nt of ti"i?> di7j*lng wiilch each group 
 waa at attention during "ti'^e preeentatloa reveals that 
 the seventh grade groups were not aa attentiys to the 
 presentation as they should have been. ih© attention 
 in the filiB group w»d .slight l^r hetter than in the 
 ohalk-tfilk group. In the eighth grade the chalk-talk 
 group seemed to p^ raore attfmtion to the presentation 
 than the film group. 
 
 O^rf Botioeabie fact- was reported "by the 
 observers of the fiiia groups, naaely, ths^t toward the 
 end of the s^ption of scons in the filia th© pupils beoam* 
 inattentive and reaties© waiting for the ne:£t seene or 
 caption to £3. j) J ear, 
 
 fhe contention held bj^ film enthusiasts that 
 
 one always Becuree one hundred per o«nt attention to the 
 showlis^ of a fila ia not upheld %y th© analysis reported 
 
271 
 
 uul ai.1» it5 . '>T(sQ'^i^s.p'h* iitperiiaonta oiio to niUQ 
 
 h-iv^ onl^' deali . :! •. 'Dra, the slid©, tfea y^bU 5K5.p, 
 
 i;ho bl ..jkbo.^rd a^atan siiu tha ch'^rt. It s» -.e daoi>1oa 
 to yv^txiz9 aatpariiaQnti ton to corripar^ thraa dlffarsjAt 
 T2''3th0'53 of Inatractl'-w; flrnt, a JStaroopticaa lasturo; 
 
 '• '-■ . abjoote wore 
 
 t.h«2>- 'r^kf^t: i-:^ into foar -:■ ^' i^sorlbod 
 
 OK. i ,£1 /:i3 oj., ' , : -^ar 
 
 to ivfmdzQ ' - iao^rai:: 
 
272 
 
 (2) Toplq . "The 3tory of a Mountain Gtlacler" 
 was soleetad to be the subject of the unit of Insturo- 
 tlon* The filra used in experiment nine was used in ex- 
 perlisent ten for the film instruotion. 
 
 Charts oopiai from the film and one hlaok board 
 sketch prepared by the writer before eaoh period of in- 
 straotion served to duplioate Mr. Atwood*8 dra^ ng in the 
 filra for the stereograph and slicle instrootion. The il- 
 lustratioxB in the fila were daplioated by stereographs 
 numberel 276, £19, 274, 275, 4E8 and 4£7 and slides num- 
 bered £76, £19. £74. £76, 4H8 and 4£7 from the Keystone 
 View Ocanpany's "600" set. 
 
 (3) Presentation of the topio. On iJeoaaber 14, 
 19£1 group **i)" eighth grade was divided into four sub- 
 groups a, b, o and d by the method desori bSd on page • 
 
 Sub-group "a" of group "i)" oonsiating of ton 
 pupils was assembled in the history classroom vrhere the 
 writer had arranged each of the stereographs to 'be 
 used in the experiment in a pile on eaoh desk in 
 order of sequence. ii<aoh pupil was i^pplied with a 
 stereoscope. This ten-pupil -group arrangement was 
 Bade necasaazy thru the faot that there ?vere only 
 
273 
 
 ten atareosoopQS avrtiljiblo for e'-oh groap. It was 
 osraentlal thiti eaoh pacil have one net of the storeo- 
 gr^phs and one iterooscope so that the tliae of pre- 
 sentation oould be kept cjonstant and no time vustecl 
 in p*tasing stereoscopes ni'd stereographs from pupil 
 to pupil. 
 
 The writer hud ■. .c itart of the period 
 t;vo oharts oopled fros the film banging from Ihe 
 hliiokboard und one sketch fran the film irarn on the 
 blaokboard to iuplloato the v.ork of AtviOOf^ ahov/n by 
 th.- filrn. 
 
 6.8 soon tis i>he pupils wore settle^; in their 
 r.ia.'or; r.ho writer yive them the folloving in yt. motions; 
 
 "Today I am goln?^ to tell you the 
 Story of a Mountaiii 51 vcier. On your 
 desk is a aterooacope and Btoroo- 
 
 graphs. You ^^11 knov.hov. to use them 
 do you not? (3^tOW of hands. ) V.'hen I 
 tjtart liulklnfj pick up your storeosoope 
 in ,y0ur loft hand and hold it in readi- 
 ness lo U30. Turn o'-er ,/Our pile of 
 stereo.-rrapha and when I te]l you to 
 look at your first picture out the 
 stereograph in tVie holders and look -it 
 the pioture. ^rora ti!-'-y to time during 
 t^e talk you will want to look at tho 
 blacjkbo?^ird and the oharta I have here, 
 I will teil you v-hen to look at the 
 talaokbonrd ar, 1 v • en to look at your 
 next pioture. 
 
274 
 
 ..ay strict •;.tt'->:.tloa to i?ll j-ou see 
 or hO' r for i m galrg to give T,r,a 
 a t^et to fi.".r oat ho¥,' cjucr. i'- ti h»V9 
 lasrae<s fibout llouiitalA Gli^clere* ?o 
 fon I'^ll uai^&TBtRtic Tjhfit to fio'i (Bhcw 
 of hflriflfi. oao boi' A9 <u->e furtiior 
 «ag-4snf tloa» J 
 
 ffe# prse^i-atstl^fi Gf the topic last?*'^ for 12 
 
 Hiiauteij. a stenogra.-hRr ^ms pre^ceiit f-jid mooxS-se verbetSs 
 
 the? oral iaetra^t ton, flm 8ts;K>groiMe report of^ the 
 
 or?u lastT^actJofi f©llov.-8:- 
 
275 
 
 •The stereogrEphs ussd in tMs 
 experijaent sxe imt4rted &t thlB point 
 jfttid ahould be o<3!npj»y©<?. ^^it^ thg cv.ts of 
 tho filEi ahoft'n &bo'^«, ih© slids» -weve 
 0xsAi^% copies of tii'see stsrdogrspas, 
 
 Xh*! sterf^ographa wcro shown in 
 the follov?ing order;- nmal>«3?s 276,219, 
 274, 276, 428 and 487. 
 
276 
 
 I Ti.acheious Crevasse m Victoria Glacwr— Mt Ls 
 ] wt no 1 m Ok anre c aandian Booklea Canada 
 
277 
 
278 
 Oral Inst rust ion -^Ir^n to Jt«r«ogr^ph Oroap, 
 
 of a Tt.>untaift glmaisr, that 1®» fcea? it l« forr^ad, ana *&a% 
 
 it <3093« 
 
 III the fifvit i-l-vae, a ©ouafeiia glv.j^.,* .« ^-... ... v 
 
 the acjaoESil'itSoji of mio^ high ap SLiBang tha K&antaiB tops, 
 whlah falls -ana roia« dOTs into th« valley' afi4 filla it 
 ap« Vou see in j^wir etsraosoopo, a pi 3 tar© of a high 
 ra;>unt?iln, --vUf^ ->a natl^a th'it on ©^«i«}h si d© of the n^oaHtain 
 th0i"8 la 51 glniier -s-htoh o^sas dovn fco foaa ® bj-^ glaoier 
 .^t th& bottc«2 of the sjoarittiin. I'ho aiio« sjajr b® two or 
 thra© nu.D':lr9-3 faet Ic plna^s, &.M whan th« snof?.? fall© it 
 foroa a big h«savy nasis; Jaat 'is you Sfife© a eno^ ball by 
 p&tikins it togQthar, i^hlah forces iae, thia heav^^- is^isa of 
 sno® woi*?ha don tha siic^- undi5rnf>r4t.'h ?-r-^ 1' -.rr'?? ioe -irj'ldr* 
 
 H«r« you sflll see 'x 3r0i$e a«"»tian of Ji M^ si^untaln; 
 here la tha h!:?h rsomtalri &nl tha enmr l« oo^nlng dovm, ra- 
 pr0iim\%Q^ n^' tiia top layer, «.»<! fillt up th« ra21»^% st.txd 
 hero it boofjssea so hsav^* th-.t it p^aka dawn trie msovi tjui- 
 SoraaAth an-l iorma a »5r©-^t oo'it of lco» Sor^ tha ;^lac!ar 
 !30v«@ iomi the vallojf juat bt? foroa of ^;r&vit/« It ojsces 
 '^mm hill; it siKpljr- h-^B to rova 'So^ti hill. As Jt no^ea 
 dOTSfD hill, it oirries 'Jovn with it «i tromename afs ?utit 
 of roisks, grav-sfl, «.Kn(J, oto. /ou 8«« liloin^ th® odgos of 
 th^^ sna?^' a lot of dark s:it*?rl,'*l s^^hioh I'^oka like t!irt» 
 ■Thut la the aoossailatioa o«rri»-i (3os?b» It is oailo.-i a 
 E3orains« ^v- if ^-oti look hor« ag^iin, ^'■oa -'ill ao<9 th«> 
 diffarerit klri:1s of ?f?orair!#s» 4 oro^a e«soii->n of th):» ,?tlaeigr 
 in this fn.shlOR» r^a h^.v® her« along th« alcio :3f th« isoufi- 
 talni th« ^laolor ti« oarrytu^ d&K^n with it « o«*rli-'Jin arsoaat 
 of -^lirt tiad grsi^ol, fhat is th# lat^rstl mors.lri««, Then 
 s.'hon two fjlaoiors in jliitlo ralls^s oosj© to^tathsr, hb tna^ 
 do h«ro in thle glaoior, tho latar?il morainee oontinaa to 
 ,^;o ah«a4 f^ni thst forras ^ 3«riea of roofes &i34 31 rt, oto», 
 ftlorsg the siidals oi the glaoiar. fhare >'oa h?jve t^-o of 
 tho3® sQrias. :i*hat is o&ll«3 a raodial mor-'ilne* fhoto. ae 
 the glficsier oaraao do^a the hill, it 3rai->s ao;;no roofee aja» 
 aars^-<iath, rmu that ia jalloS & »iib««iorai n®« So?.= th# j^la- 
 ol<jr o^rsas -5o«cg into tha vh31«^ &aa hegiris to r^«lt nmi^ 
 ir.Vo tho ojcfta, anl thla rooJt th^it aossos with it, an3 thit 
 aasa ■stt tha and of tho gl^vaier is octlisi th« m-;6. ffiorala«# 
 Hers ^?sa hav® foar liiada of R)orain@s* o»,® on th« si ,19, on© 
 iR the s>tiiai®, on© ana*irn«jath, &n.5 thtm the a:5--ja.«?alntl ^ra 
 t&at oofeins Into the vfille^» 
 
 4iiotht5r p0oali.'.ir thing ahoat glaoiers ia th.it v.© 
 infant to 03f*si':l©r is th« f^;jt that r>h<jf3 th®^ go -jv^r s 
 hasip on th« .^oasitair* thoj? ar&^k* took at i?auir cea;! 
 |vt-3t,ur®# foa sa© a big sjTsiotatt! M@ oaased a hig ormak 
 In thfis 1. 20; that is SI areT^-issa, tmA this is ho'& %h.e> oro- 
 iraea© is Xonn*!?!* It goes Of or a tmsf nnA arasfeii -i-K-'l this 
 is i^lt llK«a with ia« on saoh side, -aua if st man falls 
 into OB® of th«a9 aro^aQ3«-a he la lik«l^' to }>& kili©€. 
 Os» of th®©o 3r0T«*.ae@si s^^^ h« two or three fem^rM f^^t 
 
279 
 
 deep* 
 
 :iQVi look at ^our next piatara; you ?.'lll sqq another 
 piataro of a orer*ist<e, or big ar-i.3k irt t.ho iae, -/rcI nlao 
 ihe top of the literal moniria on the aide of tho gl%aior» 
 All that R?:<tteri il is carried along v^lth ths gl^^jier down 
 thfl rfioantain si .la, and here Again is another t»ig ar«va8se. 
 
 Kow another pecaliur thing about the glscisr is ths faot 
 thnt we have a formation of so-called glacsi-a tables. There 
 ^"ou see a naraber of big ormka in the ice, Theglaoisr 
 tal>l9 is forised In this fashion. Hare is ^oxir gloc-ier aoross 
 tha top, and than there is a Lis rook on a glacier an3 a rmrt 
 of a rnoraiKs, The son's ra^s ome down on th© glaoier 
 and molt av?a;f the ios m'erneath the rook, ani this Ice is 
 l«ft in this fashion unaerneath tha roak, nni this ioe all 
 selts atw-y, an3 i!?e have riothing bat ioe here left. 
 
 After th9 fSl-'^oisr has moved down the maant£*in side, if 
 it is near the ocean, it r.ins dov-n into the valley ana 
 reaohQs the oooan .na treaks off a?id forms t5ig ioe ber/^e. 
 It keeps rolling down the mountain side, r.md hero we heve 
 the ocean level, and this is the depth of the ocean-ai.^ breaks 
 off ioe into grasit chunks of lae, which flow i, ay, and are 
 called icebergs. If & ship coses in corbact «?ith it. It 
 sinks. Here io another picture of a .^lacier reaching the 
 valley, and having icebergs break off and flow a^ ay In the 
 ocean. On the othor hand, some ^jlaciars ^rs not near the 
 ocean, ana they ooise dorn into the val3oy in aor/sewhat this 
 fashion, ana here .-^e have the form-ition of 1 .na , '-^3 3 along 
 through the valley, an-5 tbe glacier be.^ns to raelt Mck. 
 It ia too rarin before It reach ea the ocean, and a river 
 foj-iae fthich /joes in this fashion and carries this sub- 
 iTiOraine and termiiasl moraitte oat into the ocean ?iiid lorms 
 a aeltea. Alon^ the aide af the bar.k poople in this delta 
 valley build houtjes and live there en J enjoy life; in f^ct, 
 the atiite of llllnola is a moraine ^^hloh has been left, 
 and tho Mississippi Biv«r is carrying this faiterial down 
 and forrned a tlelta in the Salf of Mexico. On the next 
 sliae yoa •fUJ soe a picture of a .^lacier which h--.© melted 
 back. If you look s.t the next slide ^?oa '"ill bo© a r-iature 
 of a glacier which hua ^iOtaally j^otten to th-oj viUlay'and 
 formed a strean?, whloh vlll beoonie a river, and 1 itor 
 foiTSS material for a delta, and peor'le live in the valley 
 thus fillea up by tho strMwa, aaasaft r,j the jseltir-gof ice. 
 It is when the clliante becomes too w^ar^s. 
 
280 
 
 AB .«ooa as ths prseeiitation wss fi.oishoc? the 
 group was placod urn^er the crtq of en seeistant, x-a^s^*^ 
 to thi 08t; .Dil»l; hell aa<? givea the t^st. 
 
 Sub-group "b" of groap I toliowcl sub-group 
 "a" to th nlritorj <^'laBH xoom an^ receive*^ its i astnictioa 
 which vv?^B a ox <'.t rep tit J oa of that glvon to ^■uh-groap 
 "b" f;9eoriboi6 nbOTe, 
 
 Oa Jecember 15, 19g? , group a eighth grn''e was 
 
 •^iTl-'Qti ii.to lour eub-groupe &, b, r- , Ha** <i by the method 
 
 f:eseribed on v;-;pe/-a^» Sub-grou- 8 fi a ad b of gr.^up A era 
 
 aeaeabied ia th<5 jTeogr»phj? ciaee r-^om ?;ft<^ gjveu the follow- 
 
 i ng i ns t rac tie riy : - 
 
 •*2oday 1 eaa g: lag to tell j^- u the 
 Btory of a 'a>urit?»in 61' i"r. M« 
 piecu;-;!rioa fflii £>e yuppie eat e^ b^- irti-j ags, 
 charts aa^ ieaterii Rllif^s. lay strict 
 eit*^ tion all ^ »u hi^t-r end ^*ee ^or I 
 Ra g:.>iag to giVf? ;au f. ttet at the fur- 
 of the perioi' to fino out iiow auch yoa 
 know ;<bout ai^uatain glac.Ujre»" 
 
 fhe storQOptlo?.n l-^eture ^ af^ (llscuHSlon Inete^ 
 13 aizmtes. .i ateaographer w- k ■ r^i^ent and recor'^a<^ Te:o- 
 br.ti'a tht* oral pri.^ <^*r.tetioa« 2ha stoaogra, har'f^ re- 
 port of tiiQ or?il loistractioa foiiowK:- 
 
281 
 
 Oral lastruetioa Sivea to Sterepptieaa &roup 
 
 'So^as I asa goi ug to tall ^ou a Btorj^ eboat & eouatain 
 glacier* la the first piece, a mountala glacier i& thi© 
 result of the aoouaiilatioa of a now high up eiaong the 
 mouatala peaice, sat' ^ou eee here in this chart the fel£'b 
 aouataia pefeka whore the Bson hae failaa t'own, jear after 
 year, because they have contijoaal enow there, aof fill up 
 the valle.v two ea<' throe hunrrof feet f^eep. Sow the 
 weight of til© Bosm in the vHlley ceueee ice to fora un«^er-. 
 uasth the glacier* i'hi« enow also melte er/ runs rowa 
 jtt«t like you meke an ice bnow ball, enf* we have thlf; ice 
 fojoiiig uatieroeath the glacier cnf Co\yti in the velleye. 
 After the glacier ©oaep a trrnieaf^ou^ amount of enow &af 
 ice, aar it btsgir.F! to rjovo elo^sl;; rova thf- T^li'^'i' b,', force 
 of grarlty, because Jt wants to go #ora hill, aa^ it eiioee 
 along fowa the vnllay. If. ;ou look at thie ell^e a aiinute, 
 I will ehow ;;Ou a picture of the glacier. Pec, the snow 
 hae aceuauletef hi^ up aeione the aountairt peaks anc' the 
 Taliey ie fill?^ with tuiow, eaf unt'ernoatfc there is ice, 
 a.ic; the e'-ia^i^r to the left ear* rigtit join in the big valley 
 to fora another glacier, which foea ^owa aa^ hegias to aelt 
 where it becomes warnu 
 
 A peculiar thing about the glacier ie tho fact that 
 fts it saoTee (-owa trie valley It accumulates a let of f'irt, 
 rocke &&.<' gravel Gloog the lino, espeeially ia there, &ar ia 
 here (the clark lioee)* 2hat is the accoaulatioa of gravel 
 tioc c'irt an tha glac jar iaorr& '^ora the asounteiu tiCe, la 
 this ehart j'oa see also represented thee© rocke here oa top 
 of the flseie , which ie ia cross seotioa, an*' snoa© of theae 
 rooke come fros the nif^e of the sou nt a in, some roll Town from 
 the aouatala oa the glacier. Here we have eaother cross 
 section. Uinferaecth (here) is the bottosa of the valley, aa6 
 the sountaia efci?, aan here ie ice, B-.f- on eacb lif^e of the 
 glacier we have a moral ae. 2ho aoraise is tJjie aecuisalatioa 
 of rocke csk* dirt aaC grave 1, that w© hate apokea of, aaf we 
 have ei^e ooraines aa^ thea 5ar«^i&l aaoraiaee. The ci^e 
 laoraifj© ie eometlaee called a lateral moi^Jae. Sow the 
 t^i^e ©oreine ie thf reiHilt of t>>e accutaalatlon of roeka 
 along the &lre of the glacier noxt to the aouataia vail. 
 Then «^ea two ^-laciers, one in each valley, come together, 
 an* b^in to aove oa r'own into the valley below, tfcle 
 aeeuaulatioa of rocku along thie Bit's &/i^ thjc sife 
 (pointing) ooatiaie to aove with the glacier, an«* you fiap 
 ia the :ai^fle of the glacier n pile of rocke an« gravel aat* 
 stone, sto., «n^ that ie called e ese^ial sorelae, ae i have 
 
poiatdd out before* la thie pieture ^ou havo two ae^lel 
 Borainoe, oae ©t thie polat, anf oae et this point (polatii^). 
 Shea se tho glacier aovee ixloog rotm tba aouatain ni^e, 
 it also carries a oertain eaioaat of rocke? aa^ grsTel with 
 it uacerneath the glacier, &iia the material ua^eraeath la 
 ealle<^ a sub>-aoraiae« Ihe eal}~£or&iaft ua^erooath as^ 
 the lateral tnoraloe along the Bire, a.ir' the ae^^ial moralae, 
 all keop golog fowa the valiej^ witJj the glacier; whea to 
 glacier reaches the oeeaa, ear that aelte, this eceoiaula- 
 lioa of rirt aii<^ stooe aa^ rock ear gravel Je left there 
 ia great pllee, aa^ we cal3 that the tf?rmlafil or ea<^ 
 aoraiae. Here we hare four kia^ij of Qoraiaee: the met'ial, 
 the Birie or lateral, the eub or te^ialiiel. If a glacier ie 
 goio^ aroua<^ a tree the treo ??ill Poaetioioe oaasfi a great 
 deal of rock to stop bohia<' It, aafl we c&ll that e 'loralao. 
 AB tbf> glacier aoTae f'owa aao «?hefi it hite a biamp, the lee 
 eraekc an^ we get a greet erevlee, er eplltiiog of the ice, 
 aa^ here it, the glacier soYiog f'owa the mouateia very 
 alowlj^ la^eef', anr it hits this bump, eof &b it goee over 
 the bttap it aakee o crack. soae timee it ie two or three 
 haa<^refi feet c^eop. It is (^aogerous to climb !a the 
 aouataiae, aaf these t&ea here are lookia^?: fowa into this 
 orevloe maybe haac're<*8 of feet f'ec-p. ::omo times e aoaatala 
 cliaber fsllB lato thie crevice une' ie ^llie^, -and the bor^ee 
 are oot foua^ aatil the glaciers have com© iato the vellej?, 
 whore the bof'iy 1r fouad ia the ice. 
 
 Sow ia the aext slit^e we eee aaothar crevice picture. 
 Blip with it a latartil ffioraioe* Re see there this great 
 aeoofflalatiea of rocke aac^ gravel oa the top of the glacier, 
 &&fi also 6 gr at crovlce ia the ice where the gl^ler ites 
 beat over a slope in the aoanteim. Another curloue thlag 
 about glaciers ie the fact tiiat certain stoaoe which are 
 very large reetlEjg on the ice fom glacier tables. aiecier 
 tables are es:plftia?^6 la the following aaaaer. Look at the 
 little chart ^owa h'-rc. H^re is the earface of the glacier 
 aa^ the stone rt-etiaj^ oa it; tte eua'e rays best r'owa there 
 above, and ©eit the ice away froa the rock, all except l^e 
 ieo right ua^er the rook, and ae a eoa^e uease we have a 
 table, laa^e of ice, wi th a etoao reetiag on top of it. 
 I'hat is what yoa see here. fheee are glacier tablee. 
 Kaoy tifliea tlm stones slip off. ihero are alfo eose 
 eroTieea which help to ®8ke thie look like ^ou were tmon$ 
 aouataia tops. fhst ie how the glacier table ie foime?. 
 3©w, as the glacier saovee fo-^a iato th® velley, aad sb 
 the valley leade ^©wa to the aes or oceaa, the glacier 
 will bres^ off aa^l form ice berge. I a the chart which 
 18 uppenwet to tte left of th picture, the glacier has 
 reached the oeean aaa has begun to break off, ao^ thesa 
 
283 
 
 led laeTge are flostii^ awa^, m^ hun^rer^e of thooeaai^a 
 of these ^remk off &a.( r^rop iato the Be&» :Ve oea 
 represaat it here In thio chart. fh© glacier mores. 
 down the aoaatela Yer§ elowl;^ uatil it hits the sea 
 level, aar^ thea these great haaks of iee break off iato 
 the sea a.a^ we have ice bez^* Of couroe, if ships 
 rua iato the ice bergs, thej^ geaerally meet with ris&Btor, 
 aai? of ooarc© they are Terj^ r'sageroas oa that ecccuat. 
 Oa tho other haafi, if the glacier comes rowa the Talle;j?, 
 as it (^oee ia maojr ea&ee, aai^ ^oe^s aot r^ach the sea, 
 beeaose it is too warm, or the eea iB too far awaj', it 
 begii^ to ^elt* HhUB, the glaoler begins to caelt aa(l 
 la ffleltin^, of course, a great aaioaat of water rune away 
 iato a eree^, ^af later the seeuaalatioa of this water 
 forme a river, aar" the river carries the ui.t aaid roohe aaH 
 Btoae ^owa into the valley aa<^ fills up the vellei-, rolle 
 oat to the ooeea, aac forms a ^elte. inhere is a picture 
 of oae of these glaciers fsr awa>' froa the* oce&a, bat 
 which is Belting aa^ has reaehe€ thi& polat la the v&lley, 
 aad a etreasi is formed; theti it raas ^owa carry iag; ^ith 
 It this material of rocks ea^ gravel th»t have aecujaul&tec^ 
 at the ea<1 of the glacier's trip. If we coulf iaagiae 
 here the glacier melting beo^ ap to t^ie poiat, we woal^ 
 have a river conlog ^owa here aa^ formlog a «^elts, bulif^iag 
 ap laa^ la this faehioa; aat* then people bajlc' their 
 houses aad live along the tiS& of thie tieturally forae^ 
 delta or valley. I have aasther picture showing how 
 the glacier aelte back to form & streaa. 'j3&e etreaa is 
 at the right, ramiiag fro® ths glacier, &at tfc i o, ia tura, 
 carries this isaterial on iato the valley, an^ eveataally 
 it reaches the ocean aa*^ f ille out a big ^elta. 
 
284 
 
 At the ©Qf? of the presentRtlon pfrioc" the 
 groap w©e placed uat'er the care of ea scEiPteat and 
 pae8e<^ to th» aeaeafely hell, where it ??aE give»a tfe« teet. 
 
 Sub-ero^ps "0" »»*• '*^" of group I*, elf^th 
 
 gra^e, followed eub-groupB "a" acr "b" of group A to the 
 
 geography claes-reom. The following Inetractioas were 
 
 glTea this olaea: — 
 
 "fo^ay I am going to show vqu a 
 film which tftlls the etory of a iaountain 
 glapier. i'ay etrict sttezitJon to sll 
 you see, for :ou will be given a test 
 at the enf of the period to fia(- out 
 what you know about aountsln glaciere.'" 
 
 She fila iQEtruction laetefl fifteea minutes, 
 
 Thie waB two mlautee lorjger than the time of iiijstruotloa 
 
 givea tha other groups. The projector vl&bC i^aa a 
 
 I»e ?ry portable which roqulred a rheostat af'Justment 
 
 to equal the B-pe&e of the ixiaorlcaa projector. 'i-hle 
 
 a^ju*i;tment wae not properly aa«5e,with the r-^Bult that 
 
 the projection time waa fifteea sainutee iii^teaid of 
 
 thirteen ainutee. (See page for an out Ha© of 
 
 the film.) 
 
285 
 
 Oa Eec^lsey 16th groupe A &ne B of the 
 aereath grat^e wer® nneee iat© eub-groupe, feur to 
 eaoh group, sa^* woro girea iaatructioa exactly as 
 <?eeorlbeo above for tho eighth gra.?0 groups. sub- 
 groups «e« sad "b" of group a. seronth grace/ racaived 
 "storeogrsph** las true tioa ear eab-groaps "a" ana "b" of 
 group 3,eevaath gret?©, recoivea •'fiia' loctraetloa, 
 
 (4) gh» JeBte. loaio^iatel- following eaofc 
 praseatatloa pe -iof the threo foia tost emcrihee la 
 oxperiaeat aiae was aciaialst ©ret- to ©aeh group b; the 
 writer's assistaats. 
 
 Six woe^s lat»r, oa Jeauar^ 18, 19, aa^ 21, 
 mooor^ tostB wore giToa the rospectiv© groupe to 
 oorregpoa(^ tn the ^ates of the first pros-atatloa. 
 Tha taotho^of giving the mmor^ teat s^ae the ioetruetl -ae 
 to moh group were the Bm^ ae ti^ee glyea to the groupe 
 la axperlaaat nioe. 
 
286 
 
 aste ftt tfc« saise tlisa ^« pi^^m e©ll*«et^?^ from es^^rlastnt 
 niae K«»re ©sore^ »a^ ^teeelk'^^. (for a fall feseriptioa of 
 
 fBS a^UT^fSe papiia wbo ¥?9re s^$at frss the 
 
 groups ^aff^ thrown o^t ©f tbs fla^l Ifi^Jml- tlon of gcsorss 
 
 la ^t^&t to @^a»li e tfe« groapii in iKual^r, s.ge» Iftt^Illgfface 
 
 etrtKstioa vt&^&r thfir rasp^^tlire huB^ln^ rogsr^leee @f 
 
 tars 1»: th«i weight ©f a^tsife9rd» Seaea, thre?^ fr^ap© &f 
 
 3? p-apils meh w«ra f^^aitS wfei-?5fe will 1>0 ^estfaete* s^ tfee 
 
 tfer»0 i^li imt w'fsr* tuiwai'- te^ ;■» sbawa ia tablo ti* 
 
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288 
 
 An «z8ffiinatlon of fable £3 shoves that ths film 
 groupa Tc&ie the lowest score in eaoh iteig of the three 
 fold teet. TMa earns result was found in experiment nine, 
 fhe s3id# group i^de a sli^tl;^ hi^er so ore than the 
 stereograph groap on the auction test and oh art test a 
 differeisse of .50 points or 3,4 p credit and .11 or 3.9 
 persMit respeot iTely. Sow ever the stereogiraph group sade 
 a S3 ore hi^ar than the slide group in the cempoisition 
 teat and total so ore by 3.£5 points or 14.0 peroent in 
 the foxier and £.64 points or 6*4 peraezft in the latter. 
 The total soora of both the slide and stereogx^ph groups 
 was 07er 10 points higher than the film groups total soox-e 
 which t4\en stated in terras of percent shows the slide group 
 to be 36 percent higher than the film group and the stereo- 
 gr-ph group to be 45 percent higher than the fila group 
 on the total score. (iSxperiaent nine shcK^ed the ohallc:- 
 talk groups to be 36 and 37 peroent higher than the fils 
 groui^ by the total score in grades 7 and 8 respectively.) 
 
 fhe meaory test reveals a peroent of loss for 
 the film groajj lower thaai either the stereograph or slide 
 group in each part of the test* This result is the same 
 as that found in experim^it nine. ao?#ever, in the resid- 
 ual score the film group is lo»er tlaai either tfce ^ide 
 or stereograph groups, fhe residual scores aade by the 
 slide and ste'reograph groups are too close together to 
 8h<^ any advantage for either group, the total seo^re be- 
 ing 4^ hi^er in the slide group. Bowdver, there is 
 
289 
 
 oae algoifiSteat Hffereaoa b<ttweoa tt e t.i«rv7 -gra^h sa« 
 slid? groups ae that le the ff.et tfa©t fhe stereograph 
 group wrote « l8rg<»r aaiafeer of aoceptsbl© i^eas into 
 its oofSpositSone then the aUeo grottps bj^ 14 peroont In 
 the origlasi t«Bt ^ad.ia pereaat In tJaa aem rj' test. 
 Ulrawir® th© stereograph graap sarve«8e^ the fiiai groap 
 ia the coapogitlen t-et b>' 60 yeroant la tfe© origlaal 
 toBt aa<? b^ ?4 r?'3re'^nt in the m mory test. 
 
290 
 
 iJxperlflient Elerea 
 
 PfiOBLaM. A thlra experiaent uBiag th© fila 
 "Tho Stoxj' of a Mouataln Glacier" was orgenieea to check 
 the resultB of experlmeat nine. Thie thlr*' eacperimeat 
 was a oooparleon batveea the aacB.nt of Infoiaatlon gelaefi 
 frora hearing a teacher tell the story of a jnountala glacier, 
 illustrated b^ sketches, with the eaiount of information 
 gained from eeelng one ehowing of the film, 
 
 laSCHIrriON OP HUa SSPaRIMKaS, (1) Sub lee tP. 
 Iha leal School groiq^a A, B, C. pafl t of the fifth an^ elxth 
 graflos were seleetea to act as subjects in expariraent elovea. 
 
 (r) Topic . She fila depleting the story of a 
 mountain glecior servefl ae a baale for the Inetruction 
 preeentea la exp^rlaent eleTea. The teacher, iieiag two 
 charts ana om> blacJtboara sketch copied from the film, 
 attemptea to auplioate the fllo'e material aa oloseli? as 
 possible* 
 
 fJ5) preBeatation of toDJe. On 3ammTi' 6, 19?r 
 groups A aze C of the fifth ana alacth graaee respect iTely 
 were asBeablefl ia the RJxth grade room c'oecrlbea on 
 page J'Zl . jhey receivea the fol- 
 
291 
 
 lowiag ioetjuptioae from th© writer: — 
 
 "Toc!sy I aa going to ehow you a 
 film which will tell ;oa the etory of a 
 ffiouata) a glacier. How naoy know whet 
 a gleoler ie? (Show of haof's lG<Ucatiag 
 that rnr^ few kaew what e glacier wasa ) 
 fay Ptriot attentjon to all you eoft, 
 for i'Ott will be glvea a test at thQ enci 
 of tho tcriof" to flaf out how auch you 
 have learnafi about mounteia glaciers." 
 
 Ih« film was ahowa the two groapB. The time 
 iavolvefi wae thirteea miautes. (See page 2. 5^0 for aa 
 outline of the file.) 
 
 SlaultaaeouBly with the film instruction period?, 
 
 groups B &nfi D of the fifth ant* eixth graces, respeotively, 
 
 ware receiTing their oral inetruction from Miee Wiley in 
 
 the fifth grac'e rooa. The preliminary JnBtruotloas wMoh 
 
 were giTea to theee groupe followe; ~ 
 
 ^Totias you are going to hear the 'story 
 of a Mountain Glacier' • How laan: know what 
 a glacier iev (Show of haarsd.) Pay strict 
 attention to all you see anr" hear, for you 
 will be given a test at the enc" of tho 
 period to fin*' out how ajueh you have learoefl 
 about iBOuntain glaciere*" 
 
 5?he teacher then began her c'iJBcuFBion an^* 
 
 continued for thirteen minutee, A stenographer wae 
 
 preeoot who took tho following verbatiia account of the 
 
 teacher's oral i.'ustruotioa: -- 
 
29:^ 
 
 Leal ^hool Lecture on 61aole:ra 
 given by Mies Wiley, January 6, 19?P 
 
 I am going to talk thle afternoon about a glacier* 
 I know you people woia«^ like to knot? how much j^ou can flm* 
 out about glaciers, anfl Mr. MoClueky ie ^jlTlnf^ thle teet po 
 that you an(^ some oths people can fini^ oat about this* 
 
 Just think about a place in the Northern part of the 
 Uaiteci states, probably r"o?m in the Michigan, up in Green- 
 land, or the aorthern part of the Jnlte*' States or in 
 Canafta, where there are high mountainB, like these that you 
 see here, like th<5 topp that you eee here, or on the black- 
 board. In aaoet of thoee plecee it ie so eol^ that all the 
 year around you hare enow. Shis snow gete c'eeper anfl 
 deeper an<^ deeper, an<' the deeper it gete, the harr'er it 
 pre£)@eB flown, until finally at the botton all that you 
 have ie something that 1b Just like you haye in your hanfa 
 when ^ou aiake a snow ball, anc ;, ou know the hsrr'er you 
 preae it, the more water ^rope, aad the more like ice it 
 gete. How when thie aiow pilee up like it <^oee, until it 
 is three or four or five hunnred fret deep, then you know 
 at the bottom it has changed fi^om buow until it ie ice. 
 
 aow after awhile, it la going to keop prepeing eo 
 hard that that which ie underneath Je going to pui>h out. 
 It ie juPt like jou press eofflf" thing roal eoft, so that at 
 the bottom somothing ie going to puBfe out. At the top 
 of one of thear: mountains thie enow will begin at the 
 bottom to pufih out and down. Sow how fast is It going 
 to come down the mountain side? That depends upon how 
 eteop your pnow ia. The harde you j-reBs, the faet; r 
 you go. It depend© upon what kind of day it Ik. If it 
 ie going to be warm, the Bnow will oelt faet, e.a^ the 
 snow will come down the taountaJn faster. In the winter 
 time, it will aove verj , Tery slowly. On eoo© i&ount&ias 
 It moYes one or two inches a dny. On other aouataina it 
 moTes two to four feot a day, and on eome mountainB it haa 
 been known to taove fifty or fcixtj' feet a day down the 
 mouatai n. 
 
 Sow let ue look here; here iB the mountain and here is 
 a mountain. In between the£ e two cider, and in between 
 theBe is a valley, and the Baow from these two glaciers 
 finally comeB into the valley and will beG(»Be one. 3ow 
 when all that comae together, there will be placee that 
 will taove faeter than others, la the center, it ie i^oing 
 to move faster than on the eidea. On the mountain eidea 
 
293 
 
 are little parte of lan*^ oa which may be treeie that will 
 hol^ it back, whilo ia the aiicdle it will pash out like 
 this. Shat which le oa top will movo a little faster 
 thaa th©t tta<^eia©ath, after it has etartoc' f'own the 
 ▼allay. :^ow, baosii&e the mouoteias are aot the Bama 
 height there ia Bomothlne going to hai pea to the ice oa 
 the ijottom eif'e. ;;e are going to think that we are 
 ooalflg to a place where eoae of the laa^ Jots out of the 
 mountain into the valley, aaf it vill go faster anr? make 
 a break. 3ow all theeo i)laeeB that break in the ice 
 look eiiailar to this* 
 
 Shese pictures show a erosB section. If I cut an 
 apple la two, you can see a layer of peeling enc? a Isyer 
 of meat, an«^ the eeeflp; that is a cross Peotion. If 50U 
 cut across a tree like thie, j'ou eoe the bark and rings; 
 you see a eroes soctioa. You <ttRt cut down the ai<'dle 
 of thie, aad you have a croes section. This hae come 
 down this Bi^e like thie, an<^ off this pLace you mke 
 this crack or erevice. 
 
 Jow as the ice moveB along, it is soing through aoaae 
 places where there wae no ice, an<3 will pick up something, 
 maybe some rockB, f'irt that ie very fine, enr' maybe rome 
 pieces of graveli all sorts of thJngt?. In places where 
 the iee block ie po f"eep, it aiay even rira^ a tree f'own, 
 aflf? it will brifig that along rl ^t at the bottom of that 
 ice. 
 
 aow I want you to think ef the walk arouni^ the school 
 houae in the pprlag, iifter the enow has been off the groui^ 
 for a couple of weeks, anf! it has melted, aaf when t)»t 
 finally f^oes go away. You know how dirty the 7/alk looks. 
 'jDhere are great layers of rirt that have been left there. 
 £hiB glacier comes rcwa for a way enfi it (loes not move, 
 ©n<^ right there i?here it etopti moviag: naf begins to melt 
 back, it will leave thie rook an r' ^irt arir' everything, en6 
 that (^irt anf" material which is left thore 3b railed a 
 moraine. some of this r*! rt le carried underneath the 
 ice, aa^ ti©t <^l rt iB called a eub-moral ne. The wor«^ "eub" 
 aeaae 'uncier''. Horn we have two glaciers, one coming <^owa 
 thie raouataln, an^ one ^owa hore, anr^ e&ch on© of thoae ie 
 going to bo oarryji ag some ("Irt aaf' eome of this rUrt will 
 be out oa the ric'e. There is aoDtber worf' that BieaoB plf'e, 
 and that is lateryl, and that ie called a lateral moraine. 
 'JfhUB we have the lateral Oioralne or nic'e morel no. Sow t^o 
 of these come togethf^r ia here, anj' tiiere are eome lateral 
 moraiaf^s here ea<^ lateral moraines here, anf- when the two 
 glaciers come together those two lateral aoraSnef? here come 
 together in the center or mlfdle, aar' we have the taorlsl 
 mox^lae. rhere are elde moraines, here Ie a eit'e aoralne, 
 aat? these two make a maf^ial aiorfliae. 
 
294 
 
 Sow when the glacier comeB to a place it stope aoviag 
 snfl sneltB beok aaf the c'.irt iB left thsra, and thet moral ao 
 l8 at the enfi of the glacier, that ie caller' a termiaal 
 oioral^ie* SometisM?, we have a jut of this ice aac^ roeka 
 eaf^ f'irt that is tippe<^ up, anc' we woafer what heppeue to 
 the ice unde neath the rock. 2ho rock r^oee not let the 
 light through. If it haxpeas to bo e big rock, this ice 
 will aot molt uaj'orneath, aa<? the ice aroaar' the glacier 
 that ^Ov»B :iot melt in celled a glacier table. This taovee 
 6owa aa^ all thje here is ooeaa. Ant the glacier cornea 
 flown thie valley uatil finally we have it here at the 
 water's edge, an^ then whan it cooes to the e<^ge pieces 
 break off aur' they go into tho water, end these are iee- 
 berge. After getting into the water, those are very, 
 very fiangerouss. Some ioe-bergs are eome five or elx 
 hufi^rer^ feot tall, Juet a« the glacier wae when it came 
 ^wa the mountaia. How about one-eighth of that ice-berg 
 le going to stay above water, anr the Tc.Bt will etey under 
 water, so ;ou eee it in daigerous to ehips. 
 
 When the glacieremelt where it is wax^, la the 
 warmer regions, they are gping to leave a valley. Whea 
 a rivor workB down into the rocks it is sharp ,• 
 
 The glaelers when they molt baO leave a valley- like that. 
 Shi8 haB gradually aielted beck, and that leevea a valley, 
 aihie reprefcontB a valley?. iSow, what ie In the valleyV 
 ffnderaeath that glacier was a BUb-moralno, which wae dirt, 
 rocks, and vegetablee carried underneath the ice, and wl»a 
 that ice melte back, your vsllev is the dirt, rocke and 
 gravel, foxmii^ land, aar' those places in e river where 
 they carry rJirt are called deltas. when a glacier moves 
 back, the remaining dirt, rocks &ar gravel left ie called 
 a delta, and then people coco out to build homes an6 
 farsae, and cities and places to live, on those deltas. 
 In lots of places S'laciers dig lakes loetead of making laa d. 
 In oar aew ringland statee we have gleeier lakes; pieces 
 where the ice wae cut out bj glaciere, anc theee are called 
 glacier lakes. la Greenland and in the Atlantic regloae 
 we have glaciers. 
 
29; 
 
 fh© steaogrtt, bfir ro orted th t th« 
 te-iohor, Mise ^'iXoy, Wlk-od very f^«i4, 9hich is 
 evident '■Mh«n oae coapi^jre© the length sf her 
 dieooaaisn 9itb that glTea h^r the writer in esi^r'* 
 inentK nine nH ten* 
 
 Durlnn e;.oh inetroction y.evii>^ asaiat-^nts 
 recorded the .tteotiaQ of the r&plis to the re&ent-' 
 atija in torsB of the q aber of ,mi ii» who 9ere not 
 laying attention frosi minute to ^inate. (See r .g« ^^ 7 
 tor deaoriitlatt af tnl6 aothod* ) 
 
 {4i IM itSiS^ ^« j uriia returned to their 
 deak-a fter the izu>tractldo periods ^tere brought to 
 & cioae >ad ere giveii the three fold test deeoribed 
 in ex|«ri^M^nt bSoe with the exee? t*on th t t:^7 re 
 «i8kf>d to dr-w i cro8^<-8eetl^ti of ^ giiicier in add- 
 ition to the dr iWlJige e lied for ia qmeetigma ly :fi4 ^0, 
 
 She 23«ik}r^ teet vas odar&i^tcs'ed aa Feb* 
 ruury 17, IjU'c, aix ireok& >fter tt^ origin i test, 
 { -ote: For - fuli .eeuaat jf the t<?0t, the jreiisin- 
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297 
 
 &.« avoras® scores mafi© by the groups in the 
 original test In exporiaent el«Tea ehow that the film 
 groap ranks below the oral group in each gra^e in eTery 
 item of the tftst except the nompopltion teet in the fifth 
 graf!e« 
 
 She oral groap eurpasBed the flla group in ttiua 
 sixth grade by 31»d per eeut in the ruestioa test, by 47.3 
 per cent la the chart toet, by 4r.«6 per oont in the coMpositlon 
 test aa<^ by 38.2 per cent on the total score. 
 
 In the fifth graf'e tiie oral group earjieef ec" the 
 film group by 31.6 per cent in the tte. tlon teat, by r.r 
 per eent on the chart teet, end by 7.5 per cent on the total 
 Boore. The fifth srafe film groux was ai)le to pro(^uee .66 
 Ifeas on the ayerage more than the oral group, a rifferen<?© 
 of .5 per cent. 
 
 In general theee resulte are the «aae as ttoaa 
 reported in ex|)eriment nine. She factor which was not the 
 same in the two experimenta wae the intro^ action of a (different 
 teacher into experiment eleTen for the oral intBtruotion, which 
 only serves to extabliBh the superiority of the teacher 
 eituation on a more Bolir; foundation. 
 
 Jh© (uemory teat scores show the oral group to b« 
 hif.ther than tho film group la th« reeicual scores In tfe© 
 'uestion, map, composition anti total, in the sixth grsc!e. 
 Oa the other hand, the reelfiual acores raefio bj the film group 
 in the fifth grade are higher Hism the oral group in the chart 
 an« ooopofltion aooro. 
 
29b 
 
 The per cent of lo^s m&f^e hs the fil^a groap ia 
 the elzth gra^e is lotver than the chart group ia the 
 ouestioa, chart, compOBitlo'a aar^ total scoree. I a the 
 fifth gra6e the film group reoorfie^l a gain of 8.8 per cent 
 on the uastioa iicore anfi a loee of only ,8 of oae per ceat 
 oa the chart score. The oral group loat 40 per ceat oa 
 the chart ecore &nf> 16.7 per ceat oa the total eoore. 
 The per ceat of lose ia evexy Itee of the teet ia both 
 graces wae leas for the film group except the fifth gra^e 
 coapositioa score, which ehowed a loes of .P of oae per ceat 
 lower for the oral group. 
 
 It would appear that regard leee of the leagth of 
 the p iiot' betweoa the orlgiaal test ati^ memory teet that 
 the groups which reoelvefl pure fllai ioBtruetioa retala saore 
 of what the^ learn thaa the groups which were expoeel! to 
 aqy afflouat of oral iastruotioa* 
 
 2!he atteatioa aaalyela esa^e h. the writer's 
 aesietaats ruring the two preeeatatioa perioc^s^ shows that 
 the atteatioa ia the film group was hotter thea ia the oral 
 group. However, we flai' agaia that the film group ^i6 not 
 pay oae hua^red per eeat atteatioa to the ehowiag of the 
 film. 
 
 She atteatioa aaelyBia which wae mafle bv the two 
 aBsletaatB follows: — 
 
I 
 
A^BSfioa AMmsm mBmi¥Jiws 
 
 299 
 
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 66 
 
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 853 
 
 aroap B aofi P oral, fifth aa*? alxth gTs<'«, leal eebool, Jaa^^r^ 6, 19££, 
 
 Obeeirer M5.ee ."Stuart 
 
 1« £t 3» 4t gi ^1 71 gf 9t xo» 11* IS* 15' 
 
 67 60 
 
 $7 
 
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 284 
 
 - ff,Zd % 
 
 9roap A aa6 c flla, fifth aad sixth graces, I*eal school, Jacmai^ 6, 19i^Z 
 
 O^bsexver Mise lleville 
 
 Soto, fhe groups wer« togeth<:>r for the oral aa^ fila preaeatatloaBj 
 henoe tho lax^^ doaher of pttpils in each £>@etio£u fho total ^mber 
 of pmpils ia sttea^saeo at the r^£>e&0atstiea is ^toiu 
 
300 
 
 CHA.ITSR X 
 Sxperl ^ont Twelve 
 
 PHOBIiiM. The purpose of experiment twelve 
 was to oonipare the anount of InfornBtion gained from 
 a alngle showing of a film ?;ith the information gained 
 from a film presentation aocompu.nl ed by oral explana- 
 tion durin^^ the projeation. This oomparlson aheoked 
 the same comporlBon made in experlTnent eight* 
 
 DSSOHIPTION OF THS aZPiSHiriiHT. (1) Subjeota . 
 Szt>aps "0" and •'J" of the sixth grade Leal sohool wera 
 aeleotel to act as suhjeots in experiment twelve. 
 
 (2) Topio. A film different from the one 
 ased in experl^nent eight was aeleoted for taper Iment 
 twelve. This film was the same as that used in exper- 
 iment six, namely. "Oanals in anlte3 States Hiatoiy." 
 
 The oral explanation served to explain the 
 topio as it was developed by the film. 
 
 ^ 3 ) "^be prosentatlon of the topio. On Jan- 
 uary 17, 19££, group *'a" sixth grade I^al sohool was 
 assembled in the sixth grade room and received prelimin' 
 ary instruotlons as follcwvs: 
 
J 
 
301 
 
 "Today you ?.'lll learn aorae thing 
 of the influeuoe of oanals on United 
 States History. Hoir many know wlsit 
 a oanal is? (Show of hands. ) First 
 yoa will hear a story ahout canals 
 read, then you ?dn see a film on 
 the Same topic. Pay strict attention 
 to all you see and hear for you will 
 he given a test to find out what you 
 h ve learned about oanals." 
 
 After the preliminary instruotions were read to 
 
 the group the following dlsoassion was read* l%e. time 
 
 inTol7ei in reading this disousslon was three minutes. 
 
302 
 
 jlsaui^sloii raad ro groups 
 in experiment 1£. 
 
 g^MAi..^ r- UT;iJi.) 3fi?:>^ ^iv.'go:^^ 
 
 As every ohllfi fcnoivs, oanals are dltahes frtll of wator, on v7hiah, 
 unless Si.de .for irrig^^tion, srmll "bonts are to^'^el or f rfjpeiaad. t^nif 
 people knoK- nothing more about thens. Many have not thoa^ht particular- 
 ly of the reasons wh^ c;j.a^lij trerc built in this country, or have never 
 leame<9 the .^reat extent of tho varioas a-iatl 3^st55n53 In iiaa three 
 qtt&rters of a aentar;? a^o, nor indeed the i--.portar.39 of t^© onnal 
 systema in uae tod.iy, Ifillioua have never ssen a oanal used for freight 
 traffic. 
 
 In dovfilopinr^ a na'^ country, oettlejnents and trjide routes follo^v 
 
 coasts and rivere. If rapids or f&ll8 Ik the rivers oheok boat xMissago, 
 oar^oes ba^e to he c-rrrlea ar >un<l i-uch pl^oes by won or benste^ c^aoh 
 in usually o^tllei a portiigs. At all important pox't-'r.gos vhero trade 
 routes persisted ?iftor tha pioneer d'^/s, oac-iiils having looks were 
 built to nJlo?.' ptxsfiage, Vhen 1- rsror vflssels o.-ime i.j-.to a^;e, these cunals 
 were daeponod an:i er.lursedt syfEo of thsra- as the Wslland and the Sault 
 3te. Harie Oariiils- became ir.tern^itionnlly l?rportant. 
 
 In tho sarltfT I'lys o.^ r*t.i:l<5r«?Lt !ihe sloi" rigtho^ls of oarryirs;? 
 freight tnsde the ploneors ispfitient, loraes were not ploraif.l ana even 
 a paok horse oou3d a-jrr;? little. Heavy p;-.soriS drawn by ox-toacs, "?ulos, 
 or horaes v.Qid eict-iir-yivsly utllizoS vhsra oosan, hay, or rivar v,'ould 
 riot asrve; hut even this aonvayanoa on the best of roads ^'is Inidequtte. 
 It v-aa naoegs-xry to talto th^-^ pro huts ^r Iho land -ini of tho various 
 anteill inciuatrie© of tho 3^'j-:itry to atrkot &nJ to distribute tho goods 
 from abroad to the Intorior distriots, rhersfore it r&s profitable 
 bo Oftrry the larger lo-^^ds on boita to^^'yd throa-"Th O'^nnla, built iTom 
 one seotlOR of tYio aountry to arother, fhus goods In quu.ntlty oould 
 ibe tiunaported to inland airtribi'ting jentors ir. lose time anc? ith 
 loss e-srpenae Ih&n by v agon, Thare :orG r£i.n^ c-:irial ssy atoms of this 
 5h'-iraoter, soma of thsra hiving oofiJideraeio short 3ide oonaia or 
 feeders. Tho Oaraberland vanil Systes { Ohesapoako and Ohio), tho iSrie 
 5an\l SyRtoffi, -.n--^ the ayst'^KS ir. Pennsylvinia, O^io, I^jfliana, arsd 
 Qlinoia, *.ll h:id a m-irked effact on the ooifisriarolal developmaat of theae 
 Jistrlats in the first h?ilf of tho ninotaeMtb oej.tary* In f--'.;t, al- 
 though thia group -f^^a tho o:it^rov,th of ooi.diti «na viriain.i with explor- 
 iitlon, its oanajs vroro for a Ion..;;; t5ri9 rore irj|>ortaiit uxA extonaivo 
 tlian the earlier oanala p^at falls and raplia, sush as tho ^ielland 
 md th*? Sault 3t, ilaris. 
 
 . This inter-regior^i ounal, eollpsad aarirag ths aiJidle and latter 
 part of tha nin«JtQ':-^nth oer.t.Jry hv tho dorolopTnent- of tho railro&a, 
 '!iae In the l^ssl. tlur'^y ye^^rs oxporieaoel ^^ ^rotit r^ijjonoraiion. The 
 BOst oonspioious esiimpla of a li-rpo osnal system rhioh n.':.s "come 
 baek" is tho i'rie Oan;*l, Wirtiylly roassdo and partially araocoaded by 
 the S«vi- jfork State Barga -anal Systera, »hich porforics Sn a l?ir,:^9r 
 ?ay the same functions us tho old iii-is OanjJ." H-vns are bein.3 considored 
 for tbQ oonstruoti^n of Imraonoe no?.- Sj-3t«!ra tbrounh territory -previous- 
 ly servoa looally by older nnd smaller eystems. cJonspiouous esaiaplas 
 
 the 'afces-to-tha-^^ulf av,d the (Jreat Lakos-rit. L>irrsnoe deep w%t- 
 trways. It is bolloved by stipporters of tha projoota th^it if these 
 Jannls are oompleted thay v?ill effect an lianenae saving in freight- 
 jarrying on ©any artioles. 
 
< 
 
303 
 
 Iiaaedliitel^ after tho preliminary j'lscuaalon 
 the film i?aa prvojeotod before the gr jan. The film 
 Inatruotion cansaiaed fourteen ralnatoe. 
 
 The film as projected le dessribed in exrerl- 
 rnent six* 
 
 Group D of the sixth grade Leal aohool followed 
 
 group C to the sixth grade rooE and received the proliia- 
 
 in ry inatruotlon which follows: - 
 
 "Today you will learn sonsethlng 
 of the infjience of oanals on Jnitea 
 States rll story. How nrmy know ■^hat a 
 oanal is? (Show of )&inds. ) First 
 you «,'lll hear a atorji« about oantils 
 read, then ^ a vrill see h filra on the 
 samo tolo during ??*^loh oral explan- 
 ations will be given, Pay strict 
 attention to all y u soe ariJ e r for 
 you will be given a teat to find oat 
 what 'J on h.ire learned -ihoat Otnals." 
 
 The three m'nute preliminary discussion read 
 to group 'IB read to group X>. Tlhis in turn was 
 followed by the projection of the film during which 
 or^il explanitlons ^ ere given to the groups as the 
 topic vas developed. The period of Instruotion was 
 fourteen minutes in length. 
 
 Daring eaoh instru^tifm period an aaslstant 
 recorded the attention of the S/Upils to the present- 
 ation b,y estlTS'itlng from rainute to ainute theupils 
 who were not paying attention. 
 
 (4) The Tests. The testa were adsnirilster im- 
 mediately after the olose of ea3h instruotlcMQ period. 
 
304 
 
 n»s« tests ware two fold is natnrs ottlXIxtg first 
 for answars to qu^tions and aeoozid for map work* 
 A desoriptior. of the tests is girem in exp«riiseat 
 9ix^ pages 2?^--^37» She t^ts were the ssae fts 
 those used In ©xpoririont oix and wore adainlstered 
 riKd scored 8S described on pafees*^^'^''^^'^. 
 
 I'he memory tests were ^iven nine weelot 
 later on Maroh« 14, li)SS. 
 
 ^H£ E^gifS* She results of this ess^eri- 
 anat &r« shown in tabl« 2Sm 
 
305 
 
 l C s 
 
 r 
 
 \ » ) ^ 
 
 p w 
 
 < o 
 
 ■; i!Q 
 
 o • 
 
 • 
 
 C •. 1:0 
 
 --o 
 
 «-( o 
 
 o 
 
 1 S^ H 
 
 i''^ 
 
 ! 1 
 
 "T- 
 
 4 : ^ 
 
 ' ■<p 
 
 cs : w 
 
 ■^ 
 
 - a? ; • 
 
 '; * 
 
 ; 4-' 1 00 
 
 3 c» 
 
 ! 5 lO 
 
 1 <o 
 
 -... I fe, ._..-.., 
 
 ^.._j 
 
 »^ 
 
 
 c 
 
 
 r- 
 
 1 , _ 
 
 flS , "i 
 
 
 ; j^l ^ • 
 
 • 
 
 '■ r^ 
 
 rH 
 
 ■ ' r-i 
 
 H 
 
 ^ 
 
 d 
 
 a 
 
 OS 
 
 M-P 
 
 O 
 
 02 
 
 f^ 
 
 © 
 
 O-P 
 
 o 
 
 
 Oi 
 
 H 
 
 
 ffii 
 
 G 
 
 cS 
 
 &Cw-l 
 
 c 
 
 £tLi 
 
 H 
 
 •=-1 
 
 -a;. 
 
 M 
 
 i> o 
 
 •HH 
 
 
 ^ 
 
 o 
 
 
 r> 
 
 o 
 
 
 j:3 
 
 c 
 
 
 C2 
 
 G 
 63 
 
 
 01 
 
 
 
 >r-) 
 
 
 rW 
 
 
 
 a> 
 
 C 
 
 
 B 
 
 r-l 
 
 
 -(J 
 
 
 
 r^ 
 
 O 
 
 
 ffl 
 
 c 
 
 
 a 
 
 <a 
 
 
 •H 
 
 
 
 Ul\ 
 
 
 <n 
 
 
 
 S^ 
 
 03 
 
 
 o 
 
 O 
 
 
 «H U 
 
 
 O 
 
 ^£l 
 
 « 
 
 a 
 
 OJ 
 
 4-> 
 
 •«-> ^o 
 
 «3 
 
 i-i 
 
 oi 
 
 © 
 
 ?! 
 
 U -P 
 
 33 
 
 f*c,- 
 
 
 O 
 
 
 i>a 
 
 >4 J3 
 
 h 
 
 
 -M 
 
 O 
 
 SE 
 
 !*< 
 
 a 
 
 ^ 
 
 •rt 
 
 o 
 
 r^-( 
 
 ra 
 
 S 
 
 ft 
 
306 
 
 An axaeinitloii of table £6 ahows %ho.t %}m fllpi-'fealk 
 group B a Ada -i soore on aaoh itan) of the test highor than 
 
 the film group 0, This result le the s^nne reported in 
 axperirs^nt eighti. Henoe we fir^d in two ©xporim^nts Eakiag 
 tha aa-roe oomp-^rison, in tc o uiXfareet sohoolgi, aslng two 
 difforent films, that tha same result obtairjs. 
 
 The filiE-t.*ilk group is superior to the ft la groap 
 
 b^ 16 peroaat in the question tost, l>y 55 p'sroect ir. tha map 
 toat anJ by £0 psroent i/i tha totil soor0, 
 
 Thd nor?orif teat rer#»al8 tha ^^rs^ T«l:itionship betv^ean 
 the two groapa ^ith the excoptioii oi the map saors. Uora, 
 the film group rocords a .^ain of Cd»^6 p9r'isri'i.t this If^rgft 
 percjont of %:ilri ia uot ariaau&l in 7iy<v of the fs.ot that tli« 
 &V6r?.igQ saor^ laaa© was only l.Ssi polutss. 
 
 rh© pt»rcj«nt of ioas is Iqb^ Iot th« fils group than 
 for %he fil!2-t&lk groip in sash itam oX tho tost. This rogult 
 la the mmn as that reportea In ©xp8rls*®iit di£tht# While 
 «tplan&tiocs gl^'en claring the showing of the filni a^i^m to 
 ©nahls ths pupils to I'orfQTm better ir. an inforaiatio/i ttst 
 they forget a i irtjer psroent of the sat'jrlal thas aoqairsd 
 than the iiistrdstad film group, ■^owevsr, ths resi^arvl soor© 
 lor the fils-*tal.^ groa;.' Is still hi;th4-r th&n that rm^'is b^' th® 
 fllra group with Vne ono sxoc-tioB, 
 
 Jh9 assistant ^tiixking the attantion analysis hsaatr-e ao 
 Iritsrastefi 1b tha rilm whut her raaorcl «i&s without value, 
 hofiOQ it ia not ropoitad. 
 
30? 
 
 iLSy, file tilma th t h t^ boft-i <^6BcrUsed la 
 th« foregvirig Qhaptey* ooatfti.'i a amall ^joro-at oJ aotion .ictures. 
 Uhle f fft le i*fjacn«tr- te4? 1 ft eh ptsr thirteen, Coosa ao tit ly th© 
 wrJt<5»r parto*"e« to teaure tx flla *h«r«-l^ motion w^a rm f-^sse. ti&l 
 ), rt of tho a'5Sfliirji? cf th«* iotus-r*?;* .Fir^alTy p film ■' ■ foun^ 
 wliiv-ih r-ftrved th© perjso.a w&sb f»»rtB of it ''©re use^, 
 
 fho "icfjar.taftat w%8 or^ranlpee to e^tipf^r* th:> i^foxta- 
 stlofi ep reo b; :i ila fnoai 0:u? pro j.-:^ctJOi'> cf th -j.- t'/' rte 
 of tnii- ^^iov W'^ii in mansion, with th-- Infi^isif'tior. gBl?->^c fvosi o e 
 ©howi:.i.r of .4? -' Ptlll v'ifitar*?. fJuch ;-> comp-ris: .^a vass 
 
 ffl®4a /,0£J -.ibl" ii^ "ii- i --vf thfi .im^srlci'-tt projfii'tor. . 
 
 5y?>aj.;« A, '5, r, ari« r of the B%h '^n^ 6th gra'^is 
 '.'sal imbooi 1L»at&^ fco i;et s» stife^^ts in exparL^oat tnir- 
 
 ta u« 
 
 it] '£02i£.. rhe f} isa which 
 
 aad to fe<i suit- 
 
 «blo for riXj^rifumt t' irta -.i w«f! «atltle^ -''^ tr- u&o-.** in 'jnite<? 
 
 Btr'-:^ hint. '.xlf s p- rt of • . Captloae 
 
 s:;;r.kt.-- 1 , , , ■ ■ .: ' •^, ? , 
 
 af<5 . :■ .-iloats*^ f2?o* t;:u4i f Isa to • /i-?w Btrj;t;j^ i;<f1;laa 
 
 f J loi. .c.-:..' v-s^fi tvsO a.a?! ■ ^a&t i«&5fil!ng i--^pg-i, 
 
 6©fiao8 h, , •^w«^«*' csaoii&li:. of the '• ^^^ tfiWiuOut- in (ftoth-a, 
 
 fhr three l:.ttfU- i4x-iu.yrt vm-'d of t^f' stJsifitee esrtooa t; 5.©. 
 
 ^<'^^ t5ont? tK; ^.i o f thfi 5 Oi;J.c. ■ •■ Jaaanry iii. 
 
cJlitt 
 
 &saemt»l«d in the sirth grade room and were givoi the fol- 
 
 Icwfing prollininary instractiona: 
 
 "foday 1 am going to show you some pic~ 
 tares of early atoamboat models. I will 
 ran a sooae throu^ and then I will stop 
 the film and ^ou will see nothing on he 
 soreon for a few seoonas then I will show 
 yoa another soene. Bay attention to the 
 sorane at all tt«ws for I am going to give 
 you a test at the on3 of the period to 
 find out what you have learned about steam- 
 boots. Before I show' you the pictures I 
 am going to read a description of these 
 8t«ai&b<»ta to you.** 
 
 foil ova: 
 
 The desoriptlT© smterial read to the groups 
 
 Discussion of 3te«ynhoat8 
 
 I 
 
 In the pioneer days of this oountry the rivers 
 wsre doubly valuable to the settlers. They not only car- 
 ried the nm settlers to their homes, but also boonme 
 the natural paths of coimneroe. The settlers found raach 
 of their produoe too bulky to transport by means of paok- 
 horsQs; bit it could be floated down stream on flatboats 
 or rafts. On the quiet rivers sailboats were used both 
 up and doim stream. Far lighbr loads and f&ster travel 
 oanoes were used, //ater transportation nevertheless vm.B 
 ox'ud© and difficult, especially up-stream, for all early 
 types of boats were to 8<3ae extent man-propelled. So, 
 if the iownstre^aa trip was a long one, the rafts ana often 
 the boats wore sold for lumber and the return trip made 
 in sorae other v.ay. Settlers in wast am Pennsylvania and 
 the Ohio territory, vho voold float aownstreaiD to IJev/ 
 Orleans v-ith ^*0ir produoe, and then 30 by stilboat vlth 
 their exchange goo'iis to some eastern port, fiom there 
 taking wagons or pac^. horses across the mountains to the 
 h®a^d-str«asi0, whence th ay aouia traveldown-stroara to thoir 
 howes. The tiiae and effort required by suah long trips 
 rr^ie a n«s laotlva cover greatly desired. In jonseqaonoe 
 there were nmny experiraenters ^^Ath steam. John Fitch and 
 Oliver iivuns wore pioneers in operating boats by steam. 
 
 Fltoh»s hoa* ^^®® operated by long paddles lilce 
 oars which were operated in two sets on cme side of th© 
 boat. >.'hile one set was in the water the other set was 
 moving forvmrd to be again dipped into the water on the 
 return stroke. Thus the boat was propelled thru the water 
 
Soy 
 
 b^ the alternate strokes of ^e two sots of oaxs* 
 
 Robert Fulton too experimental with at^ra for 
 boats. His "Jlormont*' was different from Fitch's boat 
 in that it had a paddle vrheel on the side. This boat 
 was the first oommerc ially auocessful boat in this coaa- 
 try» 
 
 later "stem wheelers" or boats v.ith the paddle 
 wheel at the back were built for travel on smaller In- 
 land rivers. Those boats helped build up the aounir^ 
 by transporting gooaa and persons along the river rout as 
 throughout the country. 
 
 This morning I am going to ahov; you piotureo of 
 these boats which I have just told you about. I want 
 you to look at them St: that you may seo the differeaaoea 
 between these early boats. Between each picture there will 
 be a tiiae of ten or fifteen seconds when the screen ^ill 
 be blank. This time is to alloif^ for ohanglng the pioturss 
 so do not lot it disturb you. Gi\^0 the pictures your 
 closest attrition, for I am going to ask you to write 
 about what you have seen and heard. 
 
310 
 
 I 
 
 'fhe film presentation reqairei four mintitos of 
 
 actual pioturo inst-x-aouioii. VlO'A©vQr, tho invitraytion period 
 was seven Dinuiics long. i''h'j film had to be stopped at. the 
 end of Gaoh s3~-r-Q an'" caption for fKs sajr.e len-th of tisie 
 
 it to<5k to r-.^. [.-i.^^^..^.. that scene ^r <i..-.jj\,lou, ^Iiii „ro3Qd- 
 ura wag necosoit tc.^ T-7 l?- a faat that ■ hon ci loan'? or eap- 
 
 ti-jii was she :- Lo . :. ^rw..,.,..^ v».j a ' • ■• ..ll' ^liO time 
 
 eonaamed in rufliiine - ^ ■''''■" through the pro ,3 eo tor to ths 
 next caption or scene h.. . „^ ..e duplicated in the I'ilin pre- 
 sonteition. That is, auri-ng the Btlll picture oreseis tuition, 
 which Vv?as the iiame as a atareoptlcan slide projection, tho 
 Boojie ?.i:B lirat shov;n still for the same lengtli of tima It 
 took to shov the scene '^'hile the film w 'S running through 
 tho projector. Then the l^ns ¥;as covored and the film vf.is 
 run to the- caption, The time interval im-olvea in running 
 the iilm to the next "still'' captioti or scene v/ae duplicat- 
 efi in the film prsjontfttion. 
 
 The ti: a intervals v^jer^^ detarwlrieS hy carefully 
 tiisinf-c the film ?-;t a tsot speer with a £,top watch, scene hy 
 fcscune and caption ., ;:-ption. Alcied hy an assistant the 
 writer v/as .::blu to jt::x-t itna stop the wjohire, ftar some 
 
 pro-otictj, ^- V....... 1,.^^. ■..!... a iutarvala ^ora c.^ .:;. j. .; .. j-3u in 
 
 Oiijh preiiot- laLion. The :\£:L;lst-i:it si;;n"^3';- tho v^rlter vrh&n 
 
 to ,i-j<:.x:\j ^... ■- ;<-.2j ^.j .:^,J^ ...i^ :,., .1... , c;:.. - :, Ix. ■> ■.:',' 1 .^:- x/SQ— 
 viously detormlnQd '^iith a stor watch. 
 
 The outline o.f t>'<=! filri^ -f n:i3 o>-s: - 
 
311 
 
 S0BOOL7ILMS 
 
 aitttox^r VIII 
 
 XHK S£SAiSBClA£ IS UMTSU SfMISS BiafOBT 
 
 Sooioty for VievMa Sduoation, Ino* 
 Ohloago. 111. 
 
 £h« following oaptioas imd 
 BoeiMB w«re takon from the flliQ 
 by th« aboY« titl« for use In 
 «3qpBrlni«it tiralvB* 
 
 ( Titles underlined, } 
 
 (1) In the earl y days. tranaportBtion by .wf r was slow tuad 
 laboriooB 
 
 (a) i'iotare shoim of man propelled oanoe. 
 
 (2) John Fitoh prored (1767) that a boat ooold be propelled 
 by a team power « His indention had laaddles like oars . 
 
 (b) i-ictore of early model, aniniated* 
 
 ( Z ) hobert Fulton built the first steamboat to aohieTe real 
 oomraaroial ancceas the" Clermont'" launched on the Etadson 
 
 (o) Cloture of anioiated model of "Clermont' shown 
 
 (4) ghe "Bolyolce'* a type of the atern wheel ateaaer built 
 for inland rivers 
 
 (d) Picture of aniwatefl model. 
 
312 
 
 Groups B and O of the fitth and sixth grades re- 
 spectively were assembled in the sixth grade roor after the 
 instruction of groups A and G was finished. The preliminary 
 instructions read to groups B and B follow:- 
 
 "Today I ano going to show you some pic- 
 tures of esirly steanhof^t models, lart of 
 the time the soreen will be blank while I 
 am getting re-^dy for the next pictuxe, i^ay 
 attention to the screen at all times for I 
 am Going to ^^Ive you a test fA th^ end of 
 the period to find oat wh^t you hr ve lerrn- 
 ed v^bout 8tea?aboat3, I am going to read 
 ft description of these steamboata to you,* 
 
 The desoriptive niateri&l read to the groups wfes the 
 uam9 as thst nuoted above. 
 
 The four captions and four scenes were then shown to 
 the groups still, the instruction .eriod lasting seven minutes. 
 
 Drawings of the three stesunboat models eopied from 
 the film are reproduced i:\exti Vy photographs taken of those 
 drawings. 
 
313 
 
 I \ i I ; 
 
 i /// 
 if) 
 
 I r 1 
 
 
 
 ' \ll V 
 
 I if 
 
 C9 
 
314 
 
 i 
 I 
 
 o 
 
 m 
 
 m 
 
 & 
 
 a" 
 
 ■4* 
 
 u 
 
315 
 
316 
 
 ^*J g ^ e ToBt . .fter '^ oh prewentRtloa period the 
 
 grrnius reriUae?- th«ir .e ts aar .ere giTea a threo fol<^ test 
 coTarlng the i.iB tract ion Juat received, she tetst r nsietef of 
 cueetioaa, nt-steaeats seklr.g the imp^ils to writ© ; etiorlptlve 
 peragraphs, an^ >'r?;wi!igs of tht* moflelf;* She jupils howevor fail- 
 ed to write r-iO.e the.a oae or two rentencsB for the c«0ge-r.Vptlv« 
 paragraphe heaco the Question soors «n«J "coiapoBitica" ©fore wb8 
 la!a:,ec> together ia t-o final tabtU-ati oa* 
 
 The ]i feliairiar. iostrafttioafl glTen ah group before 
 
 taklag tie test f> re •' follow.;:;- 
 
 "S'iret write ;'oar xi me on e- oh she- t, thea 
 put : nir srs.< Q Biif? the 'rte . n. the first &ho t, 
 Aag.er as a&ay of the uoatioaa as ^'oa cva by 
 filling ia the blenk apaoee. You v-lll be givea 
 time to fjiiii^h. "^ 
 
 The inomory t^sts re re Rf^rat nlstere*? 10 we^ks later oa 
 
 iMToh r4, 19F?. The upils retn j rift«l ?.'t their own sente ^nfi the 
 
 followlrtg pr«15maxary instruct ioas were rea': to o^-ch room bj? 
 
 th:> V. rit- r:- 
 
 "iiow aian^' reruerfiber tho Btaasuboat ^ ietures 
 w;.ich I Ghow0<l jou .- ^me we ke ago? (Show) 
 of h^.ads.) !i:o<^av I ea g ing to give -ou b 
 tost to oe-; hour much ;.a rsBi^oJ/er about 
 the ster3ibO: ts, ft rite j'our atae on ch 
 theot, thi'-.i .at ; -ur g2> ''9 : ?ir= the ' -tc on 
 the first he >t. /^aswor just bb iajHn>" of 
 the guest TO liB p.s j' u opn. " 
 
 fh© questi nn teste were eooref' b;^ the writer's seoltt- 
 
 afjte a first tiiae aa^ reeeored a eoond tlaie at a 1? ter t'nte. 
 
 The GUostJoas au** eagwer kej? use^ ia experiaent thirteen 
 
 f0lJ0W.~ 
 
317 
 
 Stesmboate 
 
 Eaina Grade Jata 
 
 1, In the early days of settling Amerioa water travel 
 was Blov? and la'borioas beoause the settlers had to 
 use oano^ most of tho time. Jescribe a canoe in 
 detail. Draw a picture of a canoe on the back of 
 this sheet. 
 
 2. Have you ever Been a canoe? ..^_,____ 3* Where did 
 the men sit in the canoe in the pioture? 
 
 4. Where in the canoe do they pat their goods and 
 things when paddeling down the river? __>««. 
 
 5. Row does one raake a oanoe go thri. the vfaXBT'i (Tell 
 just those things a parson must do to make the oa- 
 noe move. } 
 
 6. Who proved for the first time that boats could be 
 propelled thru the water h^ a steam engine? 
 
 7. At what date did he do this? 
 
 8. Describe this fi ist steamboat in istail in the space 
 belo?;. Draw a picture of this boat on the baok of 
 this sheet. 
 
318 
 
 steamboats — 2 
 
 9. How did the engine make this fl ist steamboat move 
 thru the water?^ 
 
 10, How ijjany sets of paSdels or oars were on this boat? 
 
 11, How did these paddles w^ork. to make the boat go for- 
 ward? 
 
 12, »(hen did HobertPalton* s boat the 31aiTOont make Its 
 suooeasful trip? 
 
 13. In the spaoe below deaoribe the Olermont in detail, 
 (Draw a picture of it on the baok of this sheet.) 
 
 14, iShat made the Oleimont move thru the water? (1)^ 
 
 15, Where were the paddles on the Qlermont locatei 
 
 16* How woald tliey sake the boat go thru the water? 
 
 17« How did the paddles on Lhe Jleriaont differ tr&m tlasse 
 on the first steaaboat? 
 
 18, Would the Olermont be able to go if the engine broke 
 down? How? 
 
319 
 
 I 
 
 ataafflfeoats -^ S 
 
 19, 'fhe Holyok« was ballt f»r istXas4( rlvara. I^soylb< 
 thla tMri ataamboat in datail. as* the siaaa >5s- 
 la^, { Drai? a plcfture of it an the batak of tMe 
 
 E0» Hoe? iid tli9 ilol^oKo iiffer from the first steaieboi^? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ■• 
 
 ilm 
 
 aid 
 
 th© 
 
 Eolyolie 
 
 ftif far 
 
 froB! Faltoa's 
 
 31«i«aoGt? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ££. How did th9 iJol/oks go thirai 'vhe «at9^ (2«ll Jast 
 
 vvhat isa«l0 it move ani ^tijr. ) 
 
 £S» ft1i9r« «ms the pasai© wisasi o» the iJlifoka?^ 
 
 34* laTe jem efvsr seon a steaisboat?, 
 
 §• If you hare soea one «%^« aid ^ou see itf. 
 
320 
 
 Connect aaezer key up.e^ lu experiment thlr- 
 te ^a« The iOiat rvlu^- of ercL <|aeation ia 
 bracket;?, i. question fiayk in e brscVet 
 mo&ns that the Ta ae of thf.t ouestion ne- 
 j.®afl«c 00 liUpile ferti. itv of t^eeerlption. 
 
 (?) 1. .ao yolat give a for ©eeh i<?e8 use^ In eeaeribi.ig a 
 
 cacioe correctly. 
 
 jrawlag She drawing of thQ oanoe; score one point for e&eh 
 
 (6) of the foilowiag it^-iiB r'L<pro<i;u<saf? Ixi their correet 
 rel'tioaships, sen la front of c&iion, a&n in atera, 
 goocts in mi'-'-'lo, anoo, pacSftle ja froat, ea^ pa^{^i» 
 ia r©»r. 
 2, yeB or i-io, (no Brore f^r tt.JG iteaa) 
 (i) 3, Oa In ef^ch end of tl-o Cju.oe or oaf. in front nar^ oae be- 
 
 (i) i. la th0 ralfttll^ of th« cf-ao© 
 
 (?) 5. One poiat for erch i^oa forreftly describifig the sctioa. 
 
 (1) 5. John g'itch 
 
 (1) 7. 1737 
 
321 
 
 (?) B. oae poiat for e. eh Iflea aft©'' In c'esprlMag Pitch's 
 boet. (Eefer to eh<irt. ) 
 
 f8) Irewingt- 8cor« one fj^.^J ;.it f^T BBe-h of the following 
 
 it'?Ei« r<^pyortttc-g<^ iA t);eir eoifr-^et y^lwtl omihipe, front 
 est of j«^'ti«ii5, r©!rr n«t of pe^cj.*??-, onginf , wml^e 
 Btnfi'k^ s'^.ke, esbrn, na^ner, str.H the hsat. 
 
 (t) ^» 039 polat foy «r0h l«?9rt a««a la ,^^nriblng tka aotioQ 
 
 (1) 10, fsrn 
 
 (1) 11« Mak ^ at'! forth !n s cir'»mX?'T aotion ey a-;. anS '^owa in a 
 elyaul^r motion* 
 
 (1) 1?. 1^0? 
 
 (t) 13« 3a^ paiftt fi>r Qfioh i<!^ft ima^ In. '^^aoTiMi-B t-** Cl^rsent. 
 
 (If) Irawlagj- seor** o-ae polot for eaah of th« followlig i- 
 
 wheel, padd^lg or. ^he**!, fyoat saet, fwat aail, stdrn 
 a^Bt, gtsra eail, rtJ^bia, e-^lae, Ptjiofeo et.He-fe, giisok^, boat. 
 
322 
 
 {£) 14, (Ij paddle wheol or steam englae .^oyo<5 oad 11© wheel 
 
 (g) Sails 
 (1) 15p On wh© 1 at ol'-^-- of bo t. 
 (1) 16. By going rouad t^na rouac tferoEgh tLe wsta • 
 
 (1) 17, rsfidls tvhe 1 inste .-^ of loag oare, 
 
 (2) id, Yee, by sails. 
 
 (?) 19. ae poirit for each correct idee s^xnrerged ia r*>ecr'biag 
 
 th<? Hol;;ok©» 
 (10) Irawiag;- Ksore on^ .oi.it for eaoi: of th:^ fo3.;.owirig i- 
 
 teas r-3i>roduoe^) in t/.eir norrect ^•elat!oriKhl2^&; pandla 
 
 whe^-?!, driviug e-h«ft, engiae, o bin, ssoko stenk, ;-aok9, 
 
 naset. ruddy r, s.^h i>o^t. 
 (1) BO, Eac pafifiio whe 1 at bsok iosteif? of loag o. re, 
 (t) £'i. (a) Hol;/Oke ho^ pa<^f^l® whs^jl at Baffk aad (b) ni> sails, 
 (?) .?: . O'i^ oiat for er.oh lo'^s correctl;. sxi'Teet- log the fictioa, 
 (1) P3. . At l>ack 
 £4. ( rio aeore) 
 ^6. (no score) 
 
 2otal ^.<sore 54 poitits 
 I rawing i-coro 36 poiats 
 
 (aotei — 
 
 fhfS c-aBrjriptiva paragraphs ^-r-re inteiito^ 
 to ssTYs ae T. eof;trali^>ri oosj OBltiO'i t'^ict. 
 How^T#r, the oui.lls speat mog^t of their tim& 
 on tfee ^:rf^vyi-;gs aiu"? wrote onl^ ?■ f-^atdnce or 
 t55'0 if an; tr-iag at all in afis?»er to the <^'->s- 
 oriptlTQ exercise, Ovwstloae g, ES, an?? £5 
 were iatefidoff to hsl-; tha f^-riter sr^elyze tha 
 raspoas68 la torais of the iTeV up exper- 
 ieae© of th^^ ; lipilB with ete^ nbopte. 2his * 
 
 aaal. ^*is did not pTOVQ x^rofi table. ) 
 
I 
 
323 
 
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 324 
 
325 
 
 ThQ flim BtQu: -rii^B m'x^e higher 
 
 S30jr«& ir* d&ah Itsia o; .. , j fifth grud© 
 
 t ha f Ilia group whloh Sat, tho i,ioturoa svia© a 
 
 score 2.^57 points or £9,6l highar Uian the slja© group 
 otx the drawing -^sn-i 4.S8 pr>iiits or 3S«8 iS higher th^in the 
 83 Ida gro-ips total soor®. In tha slxtb gruia thes« differ- 
 enoos aro 2.00 or 16»E % 4,00 or 51.9 I anfi 5.00 or £9.9 w 
 r<58j>©ctitr9ly in favor of ths ftl!!i group. 
 
 fho fnarnor^ tost rosl3xial scores B'novi that th© 
 film group is a..?alTi higher in oauh itota of tha tost in 
 both gr'^aos. fh*? par oent of loss in tba total soors in 
 both gradas Is lower ii. the slide »?roap than in the film 
 groap, th© per asct of loss on tha rthor itorsa la irros'«^l'ir 
 when -aoap-ared group to group &n^ gr^i'^s to grade. Thia is 
 8l,gBifi<3'mt and ta*:9n wlt^■ --•'svious experiment® «?otil'3 
 
 SQota to indla»:^te' thnt a great'sr f»ffr o®nt of less ia to bo 
 expootoa in th« group usaMiig the higte«r sooro, perhaps 
 bocau39 tha^ «xg«11 in the laore diffiovilt pnrts in tho 
 first teats. 
 
 All of trho por osr.tia of losa are amail in yriavi 
 of th« fant thnt tha twists wero tti's'ori ton vei3}i& nft«r the 
 original toBt. Tha %mo sliae groups eT^R recor-led a slight 
 per ooRt of inoreniso In f=h® Sr^riKg t<*at whiah cp^y T?9 -^aa 
 to thoir chsokir:^ •-- :; *>^<7- -*«--.^ ....... -,^_ ..,*.. ;3*^^« 
 
 chiliron In th« SKr.-'>ri^:;:n-x., 
 
I 
 
326 
 
 CHi^fisa III 
 
 ."S^BLM* fhe fiasl ex^* rlanat i-aru-oyedi to 
 obtaia firom i iipils ovK^eoca of their abllJty to seeare 
 laforatitloa from a urd . of geogjfaih^ teugfet with the 
 
 aic of stcroograpLe, ag cofflf^^rc*' with the ioforsaatSoa 
 gnioBt from th© scra<» anlt taught with the »i!<^ of eter- 
 eoptleaa eli^See* 
 
 I/»SCR24*fI:)3 OP SHS :iX, i^aiMi?!f5* (1) Subjects. 
 
 Group© C na^ X, eiactfe grr^M'--- ^'-^r- nt^^f' s,-^ i,ttb- 
 lecte for ssp^r^aont foarteea* 
 
 (g) gopieV Tha aait teaght was "fh© Mft?lle 
 Atiaatlc St tBB" which me tli® next to io to be stuf'l©^ 
 la tfes sixth grere geogmphy cl'Bf!<*s ct the tirae the 
 
 i.he 8ll^<3S :■ tiii t?ter€rograi;:h«5 «are eelactf^^ 
 from the :-.. etoae **600*' e©t» ©faCh stersogr* h '^'•^ ng 
 ('upilc; t .'f* In t e c-ormej.oa^lRf elide* 
 
 (3) fhe preB<?at tlon of the to pie» She 
 prifiClpBl of the Leei s<chool, Mies Wllej', coEt^ucte^ th© 
 iustrootioa of each elnes durii^ the eatiro period of 
 the sjEporlaea!;* 2he stereograph grcap gttertec' its 
 stii«?5r perlof! at oae thirty? ia the aftsraoon* Sta^^ 
 quostions prepare*' h^ ^sa Wlie^? for eeofa fl^i yad the 
 tf;xt assjLgaaiBrit, i'>-^Tve^ bb t. b-tile for the pUiile* etuf'^ 
 '<vhich V/S8 sapplsmenta^ h, the Eejjstooe 8t®r»ogr»i:hs 
 ssf.^lg'ae'' to th'!t r'ey**? \?ork. fhe etury ffrio** ^^^as followed 
 
1 
 
327 
 
 by tfe® rsclt«tloa pe iofi «&©& perio<? beiag £0 alaates 
 ia leogth. 
 
 She stu^y p9TioA ws© euparrlee^ t»y Mlsa Wlle^« 
 S^Tentesfi oopiee ©f »€+ch sterraograpfe were evpllsble mak- 
 ing oae Qter'sogra; h to ^eeh tersoaeepe feuc? ea« etereoecop© 
 for orer^ two patlls. 2h© ster^ ogrspfae w&rs l»sa©« for 
 the oKy risaeat by th» K(&i8to«M» ?lew Co. 
 
 Srou- J etartod ite ta<^ |>erioc} »t tuo o*<jloek 
 
 text ssBlgaaeat for that «^B;f« Sheir sta^y a- terlal waa 
 aot ^»ppieiaeata<' b^^ &as i;lcturee except those ia the text* 
 The quest loa aad t9xt aat?igaj3eat *n8 the 8aaa© for both 
 gTovipB ftneii f5>iy, fhi^ et>.i<^y i^erlo?' wae euperrised by th® 
 other eixth greets tef^&^r Mle© Ceeabe* 
 
 The r«Pitatiott p«rlec? for gr-ap 2 followofi tfc© 
 eta% p«irio^« 2h« roeitotioa was eom^ucte^ b^^ Ukeu Wilej- 
 aa^ the day's ssorle soaKS? viZ9& with tfe© aid of th© Keys to a© 
 st-sr^optlcaa giis^*?®. 
 
 Complete stenograp? 1© rej/ort© wer^ s^^;© af &&&h 
 reeitatioa, Th© first reoitatfoa ©a© Pteaogrsrh^^ cover©^ 
 tfeo aatorisl bat tfeis wna fouri« to be fi fflcislt eo th© 
 followlag m©it*/tlo?i» tiro Bt^m^w&iyhere w^r^- -pr^e^at &ms 
 coTeritig th© t©.*^:e.h«r*s ireaerki?, the oth»r tcvkiag the vupile' 
 etete®®ate» S©atinf eh?:rtB war© mBie of ©eefe g«?ap by tb© 
 steaogrsphe 8 which eif?®^ theai in r^i^'f'lrig beck thsir ri»t®». 
 
328 
 
 fhe wTitGr is indented to the Bar^»i of da* 
 optional Heseero^ of the tliii^rsitjr of XlilQola for the 
 serriees of t^ese etenogx&phers* 
 
 The eacperijsexit laated nine eohool d&j«« froa 
 Pel^mary £7, to riaroh 9, 19£a. ?he first B@r€m. daire 
 were ep^it on the atudy of the tiddle Atlaatio st&tes, 
 tbe Iftet teo ««re teet da^a. 
 
 The atud^ guest ions ahowing tiie a@ai^sBexit« %m 
 tezt boolk assigaiBeat and "picti&re'' assiffnent are given 
 in tiio following outline: 
 
329 
 
 study ^iieetions U ed by us lis iti rjcperisont 
 
 Xext, BrighiiO, -nd ;;:c.^''>li-ne*B 
 Geogra; >iy BooK U 
 
 . ugstt 73-77 uoBJp re Kid ie tijmtic tiitos ia . i; e v/ith 
 
 ^^h-..t 5 ;dT.>nt &CU? have these n^t tes for tr&ns- 
 and or t ti on t 
 
 oiides •'«' mo 4 pb^aiosl regftons hwre. 
 
 JSuabered 26, sih*t sount iaa ar© in ApptiiiiOhiun highiand? 
 
 48» 61,60, %l-^n%%9- Umlii-n& ir*oiade» i^«ii : i.^ :^f •..•' t 
 
 61, 46, 
 43- 
 
 .;h^t naaoa h'-y t;- . i-chi.B : i ic .« here? 
 
 ?fhe.ro i3 tn© bijihost j^art of the £,rva).? 
 
 thy -^re i-^-ke viuins »o fer^ii*? 
 
 By iFh&t 4 riveru i.. t.hi® groaii' drained? 
 
 3how whft.« ouch river riweu ^tna iBfco .a.t ©^ea 
 
 Ug© fictares to t-ee tha i^urf ^^le in differoii* 
 parts ana vhi^t tho riTsra r<? like, iire tii«y 
 yoasg or old rivera? 
 
330 
 
 Ki,je8 77-UO v.hv^t is ti e fiifference between Aight und 
 
 he-vy soils? 
 
 iSbiit 2 thiiigii a o_> en to it :i<.e woiiY 
 
 o vereogra; na 
 
 find 
 
 ^hst aifCerenye irs -^..y y jIIs of K«v.' York -nd 
 -idea the iiortherc r ^^ of other tt tey no. southern 
 
 iurt vcerfc mi^ce? 
 KuiVifcored 
 
 Vfhvit things MUEt & f rmer klO's in order Lo j^et 
 51, 47, 7«,b2 good results froM. his i-.li? 
 
 4'>,£7, Tell of ciiir.jte .^.- tc windt-, teKi-rr^twc, ..ad 
 
 raijifaix, ..'hy h-^vo iiew Yorfc c*iid . nilvidol; riia 
 ^t), 4£, 60 heavy fOfeU? 
 
 iSlk;t crc;. a -re raieed or? f raie? 
 
 Sh-ov? iiow rtuioh .'.h€-:t they r- 1h^ jgu now mueli 
 they buy in r<e« York if if, 000, 0)0 , so ie live 
 th4t$re« 
 
 • horo arc frajts ^jnd ve^etulii.f a r'iiei^d. Can 
 yju teii 'vhy? 
 
 ^iah fruitb ro ro^t irp. oi't-off n:jmo ^ iieo- 
 iui cro for ft-jon iit-:ito, 
 
 vrofcit 3 tr.'H^;6S of • ti-i"iuuifcurc uj^ij oc/mwioa 
 aeaf the Gitit?»? 
 
3;^i 
 
 i^tereogr£« he What is the clifforeriue bet eeu bituia nous 
 
 ana niihracite oo»»l? 
 
 ..nd 
 
 Where ii» i cnueyiTTaiiai is sucn I'oiuid? 
 Where is oa«;>i u.&ed? Ci^n ^'^a B<?e whj? 
 
 whi^t city or eitioe la iu e .ch uiiariul ji' 
 74, 71', ?f:, 77, ;ai;iiag? 
 
 7i.i, V-j, How da ym get , c?tr'jlotin? vnvv.l. ryodu. te ~..rQ 
 
 Hide from it? 
 
 6.), 70, 4^ 
 
 From jot-r'-. b3 fina •sliero Btsclrxr'. .rid gus 
 ■are f.jimd, 
 
 .?fha?« i& ac»© 1?J^ foua'i -i^r®? >^'h<5ro does 
 thSs regioa ^et iroa ©re for f^ctorieist 
 
 How and ther^ it as^it obti^incrj? 
 
 Wh»re i)e!.-.eae3h of th«»© fwiind:- ui....^«, cesu<snt, 
 rock, Ks.t%.l©, slits ? 
 
 Wh.it i^ ::i^d« I'roai tiic c.La;7? 
 
 Wiiwt is th« ailffesr&iios b®'0^-vL?ti*£i o^-. .(.•-,. uiic 
 and >ortiynd 0f»n®ntt 
 
i 
 
332 
 
 ?tereogrs: hs 
 
 i/uiabered 
 
 £6, icC 
 4-i, 41 
 
 el, ?;^^ 
 
 Give S reL-.i-Quimhy ^«w TojCit h.-i8 g?ov7n 
 
 to te :iur 1 rgj^'ai, eity? 
 
 .-h:.t or w: ere ^yi.a Ksis T^j^k . ^ ;'ir. «r 
 
 it f;05/T 
 
 ^h t ia 
 
 .-'J 
 
 On fig. i3;5 _• 86 find tbeise riacosj u..ao 
 U, 34, 3b not! CO I^st iiirer* 
 
 iS, 46, 
 
 ;eii of nuffller ot seoj*© iii Ues 
 
 
 2eii 'J f '^ f'Am-: -'•f' ^-^ 
 
 m re , 
 
 oiuoe s?).d0 &'StT,':©n le* Tork ^ad .ottr-£--.io? 
 
 
 .; youte mtw^n 
 
 iiS rtoterd for * tlictfi «t--ua>'- ^:i%t ilat: 
 
 '2Toy - cjoli-.iria ;4na cuffss 
 Cohoes - cotton i'.aii& gootf^s 
 
 .*loyereviiie> i.oy®s 
 
I 
 
33a 
 
 vtjjfit product. =^nt to md throueb 
 
 -ides 
 
 5tJ, 5^, M, fj5, 
 
 5b, tS, 60 
 
 r.igoej I'i-tiS I-'or v?hi*t .re the uitiif/a of northern 3ew 
 
 Tork ?.otG3? 
 
 .'low rre ciT,i',.e iti e;utberii iS«w Y-^r.-: ir©ficiie4'f 
 
 id ' 
 
 i?}3ut iiiduuiii'ioc do tho^ fo*.:v>J?? 
 
 How aoefc ioe^iiica of i-hli^itaA^hiu ,tiiei: it?\ 
 
 Ho.- i. It. , teu b^efeoriouiiy? 
 
 ■'iW'% i&dusbriBK ks-e it? 
 
 How h?ie ro *d .^raa i:hll-t6f*l hi.^ to >. it^tcbrrgh- 
 
 O t aai* f ,v -,: c Cl Q y ..; u i.-t; G lu §« 1 Ug f ro Si ■ ; ; i I - 
 
 Aell of ittubi;r<^h .c s.i.ne, \v>.^ nam- 
 
 nd, £S.t<!ri«ls neair it for worX, -^hnrf? othrsr 
 
 HO'* iis CO ice i-'i'. eY 
 
 Uats it iron ob Wined f*oia tfte or©? How i« 
 
 ii'bu.t i8 the . if ffli3f«»ft«« .;•<» t«ir©«>n ; ig iron und 
 wr3U£.ht. iron? 
 
I 
 
334 
 
 Beside e eh eitj- .^rito .-^hat St is notpd 
 
 for; ^^nd the eStlee O'^ -• --r .; ;■. 
 
 VUi.u.Stt...aport i^orHHton Chester 
 
 sphere UG tSOS,% Ot the O . . .tt-r j.ixrt:- xr. licw 
 
 den, ns¥?urk. 
 
 - f^' 
 
 
i 
 
335 
 
 (4) The Tests. On Horoh Bth, the fte^ follow- 
 ing the last recitations on the ■UddGLe Atlantic states, 
 parts one and two of the teat were administered to the 
 pupils* Part one was a map test consisting of ton qaes* 
 tions* ^'aoh pupil was aunplisd with a heotographed out- 
 line map of the ^^iddle A.tlantio ^^tates on whieh he recor- 
 ded hie respor»es* Part two was intended to be a con- 
 trolled ooaiposition test involving the picture material 
 only. Part two failed to function as the writer hoped it 
 would, in fact the pupil's responses were so^ort that 
 the test was anything liut a oonposition test* vidently 
 parts one and two given toge^er made the test period too 
 long* The writer finally ttirew part two out of considera- 
 tion in the results* 
 
 Part three was administered the second day, 
 March 9th* The exercises in part three were taken direct- 
 ly frosi the stenographic report of the instruction* The 
 eii^ty exercises were selected fn}m one hundred twen^ 
 five exercises and were mimeegraphed on four sheets* The 
 writer ^ve part three to both ^K>upd* aoh page was giv- 
 en separately as a time test* 
 
 A saaiple of each part of the test follows in- 
 cluding the prell^ainory instruct ionsgiven and the 
 scoring key used to score the papers* 
 
336 
 
 part I 
 £T9limlaa.vs lastruotlonsi 
 
 "fot^e^ I ftffi going to give you a 
 teet to fia*^ out wht^t ^oa h;;ve 
 I'j rao^ elKtut tho Hiclf'le j.tlsatle 
 Stfitesn Write jr ur aaiae, r'ate, 
 and teech^r oa the queetl oa ehc t 
 aad siiip tiheeta ^aswer joar map 
 questioas on the caap. i^Ut the 
 eft8we.?8 to .art II on the back of 
 your first sh« t. Jo the Vfry 
 ^i!8t jrou csa. You will he givoa 
 tlQ9 to flaleh." 
 
337 
 
 Sample of Jeat 
 
 Hame ifete 'Teaohe r 
 
 P&RT I 
 
 Map vfork 
 
 !• Oa your raapa name the states of the Mldila Atlantio 
 group. 
 
 £• Haraa tho rivors and lakes that form parts of the boim- 
 dariea of th eso stat^. 
 
 3. locate the irie CJanal shoeing where it runs by a line, 
 
 4. Locate the follosJing oitios: Near York, rhiladelphia, 
 Hoch ester, Buffalo, Trenton, Scxanton, Pittsburgh, 
 Utica, Jersey ^ity, and ayraouae, 
 
 5. Locate the capital of each state. 
 
 6. Xooate the mountain ranges in the Middle Atlantic 
 States. 
 
 7. Locate the lake £laln3 in Hew York. 
 
 8. Same and locate the principal rivers. 
 
 9. Name ana locate three of the jnain industrial regions 
 in each state. 
 
 10. On jTOur saps show where soft coal, hard coal, and oil 
 are to he found. 
 
 FART II 
 
 Write a fall description— 
 Inforroation from your pictures, just as much as you can. 
 
 1. (Jive an account of the milk supply of the city of 
 New York. 
 
 £. fell how an oil well is "shot", 
 
 3. Describe how sugar is put in big sacks ready to be 
 shipped. 
 
I 
 
338 
 
 4. iJesorlbe the proceas mine's use to get coal out of 
 tha ground, 
 
 5, Deaorlbe the hey so oat anfl oamp firs girls* aotlvitiea 
 in track fiXmlTig, 
 
 3, Hoi7 ao we get table salt? Describe the pit>eess. 
 
 7. What Is pig iron? Where is it nade ana how do thejr pro 
 duee it? 
 
 8. How does Hew tork coKpare in fruit raising with other 
 states? 
 
 9. Desorihe the process of making eoins at Hiiladelphia. 
 
 10. Describe the meaiB of transporation out of the oity of 
 New York. 
 
339 
 
 
 
 
 
 
 I 
 
 
 
 <>. ' *=',' 
 
 m- 
 
 A- \ 
 
 
 ■^- 
 
 
 ^SB«»rst 
 
 ■■'? 
 
 >> 
 
 
 '?^ ." v-'^^P..../ ./ K-V 
 
 :«f-- 
 
 ■^^^ 
 
 :K^ 
 
 
 
 1 ^ 
 
 2« liAkt Irle, Ontario, ahaapl&ia 
 •a4 3t« I«9reao9 riirar said 
 
 3« ^0 looted on ms^ 
 
 8* ©Me, Ailmfi^taiSf^ WKSsm^WlA^ 
 
340 
 
 Scoring i;«7 for Parts I 
 and II for ^o Tost in 
 ^jqporifflfisit :f our teen 
 
 Fart I 
 Give one point for item correctly located, 
 and nanod as called for in the 10 exercises, ^vofer 
 to naps in the text* 
 
 Part II 
 Give one point Tor each idea correctly de* 
 scribing the process called for in the exercises* (Ths 
 above scheme was found unsatisfactory and the number of 
 written words coonted after ail irrelevant material had 
 been crossed off was tried in the atteapt to score ^e 
 responses* This latter scheme failed to satisfactorily 
 solve the probl^i* The writer fwand it hard to make 
 3<»nething ont of alLnost nothing so discarded Part II* 
 Moral: alwaj^ be sure ^e pupila know exactly waa is ex- 
 pected of them*) 
 
 Part III 
 
 Preliminary instruetioiai s 
 
 "Today's teat on the Middle Atlantic 
 States is a time test, t^at.is, you vrill 
 only have a certain time in <.7hi(^ to an- 
 swer the questions* Pass the papers face 
 down one to each pi:^il. • • icveryone have 
 your pOTicil ready and i^en 1 say "S©** 
 turn the paper over and answer as smny of 
 , the questions as you can until I say 
 
 "Hop*" If any finish before I aa^ 
 ""itop" x^ise your hand* uo not write 
 your name on the i^eet until I tell you 
 to* Are you ready? • • • ^o. (^irst 
 
341 
 
 At £ 'jilnat^B Sii6 30 sec :>a?e the writer 
 asia "Stop.** 
 
 "Sow «a i^r© reet's' for the . eooa* 
 psgre. »Tite ^cor aftae, ^nte, ?a^ teacher 
 oa ths flret i>age &nc t-dra it ov<=-r en iour 
 de8k# i^ass tfee pepere jfeo© do«ri over 
 to nneh pttx5ll#».....SVei?3Foa3 h»Te ^our 
 ^«fleil ready ; a^ whea I sa^ *30'% turn 
 the Becoad le^per over eae &asv,<:-!r ^a 
 gianj' of the uuefctioae ae j'U eta ub~ 
 til T say "Stop." It aa^ finish be- 
 fore I eey "Stoj " rsiee voar han^, lo 
 not vrite : ar ae£i6 oa t/ie ahe t uatil 
 I tell vou to* Are •^.n. ree<ijf?*,, "Ck*", 
 (First j'ttpil v?' p trreogh ir; ? siiAiitee 
 aaf 50 iieeoade. J At E stiautea thd 
 writer eaii^ "Ptop,*' irlto ;'^'>ur nasi© 
 oa the cxcPorJ eh3«t# 
 
 "now wa yr© reud;^' for the thir^ 
 page. (laperB pacsef. f»sce fown) You 
 ftll know v?h t to ^^ aow« at© ^ou 
 re8ry?.«*«»Gd.'(yir£!t i iipll wrs through 
 ia ? mlnut'3g. ) writer esiS "Stop** t 
 £ airiutes '-uc' 16 eeoada* ferite jf ur 
 naae on tits tMr^ sheot, 
 
 •^llow we ire reary for the lest 
 psgs. firapsrs ^a^.se*^ fso^r <^i>?m« ) 
 Yoa all know ^h t to ^o now, .re 
 yott rea''yt.,,Go. {First f-u-ivil wae 
 thrugh In £ laiautee sa^ PO secoade, ] 
 At 2 n? nutet- 5^;;^ 30 recomis the rri tor 
 eaif? ''f-top.'* firlte ; ur ne.me ;a the 
 Icet ihe^^t. Fol*? the four sheets to- 
 gether through the aiii'dle nr^ pgee 
 the© for-^rr;? to tho front c^eek» Vsrae 
 
 will ;- U G0llS€<t the i&reTB*!^ 
 
 Irhe easwer kev to art Hi follows, the ifOiat 
 value of B&ch ^ iaetloa ie ■ ut ia brsekete to the loft of the 
 qaoetiooa 
 
i 
 
3core Eey \, 342 
 
 Sano- — .— -— .^ — liato --■ — reaoher— — — ■^-~- 
 
 :'oint 
 /alao 
 
 (3) 3. The Hi dells Atlantic Jt^^tas iire; (Kew Hamshire, /srnont, TTe^ 
 
 Jer£j9y . 3onn€ati3ut, ??0ig York . P.ho;!e Talari^S, ?onrif3:rlvanla . 
 !'l?inesota» ) 
 
 (^) £• The? havo tho (lassioaippi Hiver, Ohio HiTor, atli^^ntio OaQan . 
 Paaific Oaoarx, great Tafees ) for transportation* 
 
 (1) 7.m Th0(An1es, Adironaok . Osark )Moant'iins are in tho state of New 
 xorfc, 
 
 (E) 4, Are the lake Plains fQ»ti3e?( /es-!To) If so, wh^/-? Acoumalatlon 
 of .:;ooa soil washed do.vn b^ rivsrs* 
 
 (1) b„ Thef Hu -son . Jsla-zare, 3t,L::iwrQriOe) river rises i-n IJer. iork, flows 
 into Ilev7 fork Bay, 
 
 (1) 0. The ■jenosGo rivar flov^iS intoClfike Srie, lake Or!tario » Lake iHaro 
 
 fl) ?• The :}en«S00 rlror risas Inttho state of (Delaware, Haw York, 
 I'enns^^lvanla, ) 
 
 (1) 3, The 3u3naoha.Rni river flovG into( Harlson, 3hQ3apeai;e . low York 
 
 B.i^, ) ^ 
 
 (1) 9. (Syraouee. Bu.ffalo. Philadelphia) is located on lake Srie. 
 (1) lO.The miison River valley la (i?i-ie »nferrQ^? ) 
 
 (fc) 11. In eaatem Pennsylvania the ooal is very{ soi't-h^ra), and in th« 
 
 "^reet orn part , (_30ft-hfird ) • 
 
 (1) l£«( Oaliforgia . Ooloralo, Kentucky) raises the nost raiiskmolloiiB 
 anf! llor. York, Bew ^lapshire, Hey Jeroey ) ranks third. 
 
 (1) l^.It takoa( 3l.^iy » b'jvAs . rooky) soil to grow raaskmallons 
 
 saoaesofully, 
 
 (S) 14. Lake Erie and(Lake Ontario, St.IavvTence River, H^isori aivor ) 
 are oonneoted hyC i^^rie Jan-g . Saea Oanal, Paiiaaa aannl, ) 
 
 (£) 15,The( jolavvare, Kaskaskia, Allegheny ) river "s-ndf 3asq;iOharina, 
 
 Mononafxhola . i'^enoseejrlvar '-.re p^^rta of the Ohio Hivor. 
 (r) IS.Iii'ht soil is (ro3ky, larspy, s 'dndy ):md heavy soil Isi ol-jy . 
 
 bl ao k dirt, sand y • ) 
 
 (1) 17.1f soil is f;t3t, it isiiut be (ploved, irained . irrigated) before 
 oaltivar.ing, 
 
 (1) 18, A f-smiar must also kr/ov/ how to fdisir.feot, fqrtlliso. eterlllzo 
 
 30il» 
 
 ooFie 
 (fc) 19. If tho wir la from the ocean they bring (smshlce, hall, rain) 
 an3 fv^arm. oool, freeso} the lund. 
 
 (1) EO.Tho rainfall in tho mi 1:11© Atlautio St^tos iTDeaium, light, 
 . h eav y ) 
 
 oZ Total points 
 
^ 343 
 Ham9 ,. i^t« «._..____._^ Teaoher _.,._______,.,.^ 
 
 21, ffe find fogs in ( ihiXadelohia . ^itteborg, Scr^mton) &nd (Boston, 
 Sew York City . 2rent on. i 
 
 22, The moisture in the winoE from the ocean, strikes tti© cold land, 
 { evairoratei), condense® , freezes J and fojtms (hail, snow, fog « ) 
 
 23, Tl2e fExrmers in these states grow ( "barley , rye, straw, wheat . 
 rice, oats, flax, com , hoos . back'ffheBt . hay, ) •— — 
 
 24, xhey raisfi about (5, 10, 1) bu, of v/heat for each person and 
 buy (10, 5., £0} bo, for each person. 
 
 25, They raise the follo^'lng fruits: 1 ( ^rfap^s . bananaa, apples '} 
 Z (oranges, apricots,, saaafcme lions J 3 ( grape fruit, peaches . 
 blackberries) 4 ( qu in sea . atravyberries . i;luiB3 ) 
 
 26, The special procluota of Ifew York are 1 (barley, '.;meat, hops } 
 2 (onions, garlic, spices) 
 
 27, (Poultry, cheese, dairying , track fara^nfi . fruit growing) 
 aro the tv?o or. riches of agriculture close to the city. 
 
 28, The ( Boy >icouts . Kod Gross, Soldiers) and (Girl Scouts, 
 School Girls, Camp S'ire Girls ) were hoeing the school 
 gardens in one picture on gardening, 
 
 £9. Goal is raade by (heet, > res sure , cold) and (rooks, marshes, 
 decayed vegetation ) 
 
 30, ooft coal is ( antiiracito, bituminous) coal; hard coal is 
 ( anthracite , bituciinous) coal, 
 
 31, (Hard, so:^t ) coal has more gas. 
 
 32, (Few York, Boston, Sc rant p,r\) is a ci-^ in the hard coal region. 
 
 33, We get petroleum by (digging, drilling , blasting) 
 
 34, (Lynamite, y^isellne . poai gasoline, ke roa^ ne . glycerine, 
 candles , iron) are iGade from petroleum, 
 
 35, iiost of oux' iron ccMses from (lew York, Pennsylvania . Sew 
 Jersey. ) 
 
 36, »?e get s^lt by letting water (condex^e, evaporate , dissolve) 
 fro® salt water, 
 
 37, Ihe two systems are by ( snn . rain, air) and (ronning water, 
 
 drill irifc,, boilin^;, ) 
 
 38, We find clay along the (Ohio iviver, Hodson Iviver . iJelaware 
 River) valley. 
 
 39, iVe make (stoves, bricks . eOi-1) from clay, 
 
 40, We find slate mixed in vvith the (iron, coal , clay). 
 Sotal points 
 
344 
 
 Bare Dat e X eaahor _«______ 
 
 (i. ) 41, ?ortlvxnd cor-sont Is maa© of (iron, 'blACk mud, ol...y } a,nd( r?yarl . 
 
 salt, g3ae. ) 
 (1) 42. Hyaraaiic cement is (•"•rtificl?il, natural , .'^•.'rrafactured ) cjeiaent. 
 
 (£) 4-3. The hreakGrs, Iri the mine, ( T)realc . tv.'lst, ^ar.zro^} the aoal 
 sinfl renoye ( s ] v:te , iron, rooks. ) 
 
 (1) 44. littlQ boys asec] to pick oat (iron, slat.e, ohaff, ) 
 
 (l) 46. In t?© piotnre om o!l 7.'ells they poured (gasoline, nl tro-?! j - 
 oerlne, kerosoxia) liito a tig ( tnnchine, ■ 'l pe , hole) an.'f'tli'an 
 they put a (box wai-^ht, dyaamite ) dovn this, 'u .ih aaased it 
 
 (5) 47. The 3 chief aitlos in these ot5.tas are (1. Alhary, Philadel- 
 phia, W6w_Yort) («:. Scr-^-nton, Syrasuse, Pittsbarg ) (g. Ba.ffalo . 
 Iro.y, BostonT. 
 
 (1) 48. The tirat pirt of ijsv. i'ork ?ras ( grons , M-:-nh-> t t-uriy Cuoens). 
 
 (5) 49, Tho live rirte. of Tier York re (i. F,lli3 133 -ind . ^rih^ttan 
 Isl^m'fw (<• Cueons , Troy) (S. Richmorid, V',heelinq7"T^"I Sri¥, 
 T^ronx ) (5, 7'ov?. Isl.xia. Atlantic OTtyT, 
 
 (1/ i50. (3andy Hook, Stateri . Ellis) Isl- nd is un Inportant island J<ist 
 south of Iife,nhattan. 
 
 (1) 51, (Sandy Hook, St^-ten, ailis) Island is at the moath of the 
 viadson Eiver. "" 
 
 (1) bi, Thiii islun-i. is usa.cl to take oare of the (sick people of Sew 
 
 • York, foroit^'nors v>ho oono to Q'lr oountry . paupers of Ilsw York.) 
 
 (1) 53. Wall Street is knovn for {agrioj.! iur-il, pi-oi:activa, business ) 
 reasons. 
 
 (1) 54, It is cv.llod «Vall Stroot bocauso (Inriians, Settlers . ?^is0 men) 
 huilt a. /.all to protect thercseivo'. (British, French, 
 
 Indian s ) . 
 
 (1) 55, An immi.r^rant roust have enough money to (support a ri:-.3, 
 
 support a fa:;iily, sapport hirrBelf ) until he (oar; meat his 
 ^'^^^Ss, can find a job . 3-:in \vrite ISi^lish, ) 
 
 (1) 66, One §t the biggost NeiT York ir.cluiistries is (glass making, 
 sugar refining sloth a-'-kiri;^ ), 
 
 (1) 57, The ladies (knit, sow , tear) the tops of sugar sscks. 
 
 (1) 68, Sugar oomes into this cjuntr^; hs a (nianufaoturod, y-rz' , ripe) 
 
 , product, 
 
 TF~ Total points 
 
(1) 63. In V estem iennsylvmnia "besides other industries, ,e h ire liftit 
 of making ( p3ite ^rlusa , '2at .^lass, colored ^Ihss), 
 
 (1) 60. The workfen in -?1 ^ss faatorioa ^ ^ra lor^sr banilea on thalr tools 
 beoau*3e the ( hou.t Is ao iritorioO . ool i is so iijtanse, Riildlri^s 
 are SO n^crroKj, 
 
 (1) Gl. Tho cieltaS c.-.tGriul . t. on tablas to ( cool . v?arin, dry), 
 
 (1) 6£. Tho \KOTyjcor iv. -x d:-irj h -ye on ('blii3]t,. v hi tg . >, ro?n) oaps and 
 suits. 
 
 (1) 5S, Every iruin ruust have his hands thoroughly ( washe a. stained, 
 UrtyJ baforo ho milks each cow. 
 
 (1) 64, I^ilk is ( iisinfoated, fiasteuriaed , stn-iliaodj by heating in 
 hig tanks, 
 
 (1) u5. Batter is raa^e in a (ph'ir;;. . ■teller, freezer)* 
 
 (Ij G6. 5he ro'i.-jh highlands along the Hudson Rlvor are called {rooks, 
 
 jaliau'^oa. roountaiiis). 
 
 (1) 67..Tho i-nilit-.:ry school ov. tho -iuisorj River io calloo (Vestsm 
 Military A^adcry, v.ogt Point y Culver ). 
 
 (1) 69, Laolcav/anna is noted for (1 i-^r^s t atool vorka in the ^'orlu . 
 lur.^est co^-1 riines 1r, th.- " ' , i r^act shoo manufaoturir.a 
 
 corapu ny, ) 
 
 (1) 59. Olaversville and Johnstown are noted fcr ( i^lave ni'.king . 
 stOGkin;? m.-iking, sl-^oe making}, 
 
 (1) 70. Uti V-. iu ■':■: ,'. (hi!Th, 1 ax'-el . roak^ ) region, 
 
 (1) 71,iohor:o3taiyia r.ot^d for ( steel '"orks. a l e o t ri c -i 1 •; • or}. s . aI^ss 
 v.orkd ; . 
 
 (1) 7c. l.ochetitc'r irj j.'0te'3 for the iursest ( photOp-i."'- phic . salt, potato) 
 supply in our o-a^i ^o^mtry, 
 
 (1) 73. { P-ilBi Be-.jh, Atli'.ntio /^ity, lobokan) is a surnnor resort in 
 Hew Jersey. 
 
 (1) 74. (Yule, ilj^rvard, rrin jet on ) Ib a sohcol in Now Jersey that you 
 have read of). 
 
 (1) 75. Pig iron is sent to tae fa;^t,or^ lo 'o j h^iiiJutired . I'olted aguin, 
 cut) to renovo (ooal, iF.puritie& , gas), 
 
 (1) 7G. The metal is i^ourcd into ( ho?: e s . barrels ears). 
 
 (1) 77. Aftei- the i -njiurl ti es - : .Jlad ftsripered steel, 
 
 v/rog-^ht iron , steel), 
 
 (1) 78. ooiiietiises th3t;e i>1.cfti l. x^ ■; /y v.j \:u (::;.it, chiseled, s^ od ) 
 in t -o. The maohina is called the (buzs sow , chisol, knife), 
 
 (1) 79. The Liberty Bell was mude and shipped from (P^iris, Lonlon . 
 Holland ) , 
 
 (1)00, It|aid not sound, cracked .broke to pieces) thB first time it v^.s 
 
 "»"»' m 
 
346 
 
 fl*-* it?*>:'irr,fs» the rsgalaritj' of ^ttoa^ariee 
 of the iUj/lls ia groups C aafi 2 was . oca^whst ^rokea 
 dariaf the 0s:pf?rifflaat«iX period on aceouat of aa inflaenza 
 d? ideffiic wteleh Tlyit®*! Ui^aas the first w'e k of Mr&hm 
 Oaly pmtjlle who ha^ b«eu ragulsr ia ctteadtaea wer© cjoa- 
 8i6-3ree in tho fii*sl resolts. 2he final tabaletioa of 
 scores in the ©quaiiseig group© after abs-eate e hafl l3@en 
 thramn oat is ehowa ia tr ble 2.1 . 
 

347 
 
 ^roup 
 
 i 1 
 
 j a. aliron- 
 1 of olog- 
 
 \-pa^ loal 
 Qrado; pils age 
 
 Aro, 
 
 in- 
 
 telli- 
 
 ganea 
 
 test 
 
 aoora 
 
 AToraga 
 
 Ato, 
 
 map 
 
 score 
 
 Part 
 
 X 
 
 1 '1 
 Are. \ i 
 
 1 quea-i 
 
 :ean tion 5Iean 
 
 dev- 3core day- i 
 
 ia- ' Part ' ia- • 
 tion ; jLIX tion 
 
 
 1 
 VI 20 
 
 11.66 
 
 6y.97 
 
 107.40 
 
 18.00 
 
 6.40 1 60.13 16.52 
 
 ^aia© ' VI go 11.60 
 
 1 
 
 69.90 
 
 106.90 
 
 16.85 
 
 6.44 
 
 58. P5 16.55 
 
 TaU.e 27. Jfhe average eoores aiado bj 
 Sroupa C and D in Tijqpori- 
 ment fourteen. 
 
348 
 
 Ja «BEBainatlon of table £7 shows that the 
 8ter«ogZ9]^ group made higher eooree than the slide 
 group In Birts I and III of the teat. The stereograph 
 group mde a seore 13*56 pereent higher than the slide 
 group in the sap teat Fart Z and a soore 2.70 percent 
 higher than the slide group in the question tis^ teat 
 Fart III« 
 
 f he differenee hetween the two groans in 
 Bftrt I of the test is large enough to indicate that the 
 method of using the slide to suBimarise the study and 
 reoitation periods is not as effeotive as the use of 
 stereographs during the study period to supplement the 
 study and serve as an aid to disouseion during the 
 reoitation* The differenee between the two groups in 
 ffcirt III of the test is not large enough to he of ai^ 
 slgnifloanee* 7he mean deviations in l^rt III test 
 seores al« not as high a«? they appear when one eonsiders 
 the faet that the total possible soore on tiie test 
 was 1X7 Point»» 
 
 l^ese differttioes are only indioative of 
 what is the fact of the case for the size of the groui^ 
 is small*^rthermore , other factors might he found in 
 
 future ex9»ciments to aoaount for the differences found 
 here. 
 
349 
 
 mkwm XIII 
 fh« contents of oiaosMonitl fll®a« 
 
 Ths g9V0a films whisH wer« aaeS Iri the for«* 
 
 jfoliig ^parissante war© an*il^s@d in t@rma of th®lr a<m» 
 t.ant b^ a ^©agurssaent of th« footage iarotad to sap- 
 tlons and scenss. 
 
 Fiv® aiaasifiaafclons ol tba coatant of th&s« 
 
 ar prlntjaa 2Sii.t»rlal whlali appsjirs fro®' 
 tlfsa to tiTu« aariKg the flip's preaeftta- 
 
 tioB* the foot'vs® iBolaa@l arider *"aap- 
 tioas" 1» that «^h0r©ln oial^ ihs prlr-%«a 
 matter appeared. 
 (£) .. itill ^ j>i otur€9 -'~3o®ri#@, pietsir«a of 
 
 q1-§ prLctiS, aeroplaae s0«jj6®, sotos© of 
 Sf,re9t8 sa4 ®0en#s t&feec fross a train 
 
 Also pietEres v¥hsf®iiQ Botlaa was not 
 shown sxti&pt as thi? 3as®ipa was in motieii. 
 (S) Aa-&lQa pi atarf g, ~*?latur9e and 
 80«a«» ^bi#r®ia sotisa ais^a fsation w@r@ 
 
350 
 
 shown fcia an esaantiul purt of the pio- 
 tare rere oliisalfisd as "aotion pictar©s," 
 
 ( 4 ) AntT.'jvte:; ourtoons and maps . — Oa rtoous , 
 ?aap8, 3l¥irts or .Irawiru^s of the animated 
 type were classified as» ''aniEiK»itod oaarfioons 
 arid fsaps." Thsae geiitfrally aontaSn@d anl- 
 roatad explanatory printed ssnterial* 
 
 (5) Btlll 3-irtooTi8 "^nd rnipa »~-Sags0 aa clas- 
 slfio-^ition four exoeot that the m^ps, oar- 
 tooiiO ete. v^era not ininj^itod. 
 
 An '.iosurfito neasireQent of the footage of Q';.oh 
 filBj aooordlng to th« above olassi float! one wag m vd© by 
 
 the rrlttir in the laborator^^ of i.he Society of Vlsaal 
 Mucation. Thote moisaremants oid the per oent of th© 
 total fo.-'ta.:;9 of enoh film devoted to gaoh slasslfloa~ 
 tion ware then tabulated aa shown in table £8 . 
 
351 
 
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352 
 
 This analysis shows t'nat the actual p«r 
 cent of soTing or action plstaraa in the six* films 
 {jOEbined is 10. £0. In other words Isss than one 
 fifth of thsse filfflis represent aetion. ?oar of ttse 
 films oontain less than 14 per o«nt of action piot- 
 ares -^^nd on© fllK ^as r^-s low sa £.89 per cent of ho- 
 tlon. Th® only fllBJ 'sheraiii aotion and mor&memt are 
 -31 van pronsinenoe Is th© life History of the Monarah 
 Batter£Ij» This film contains 63.79 per oetit of ac- 
 tion f5i stares. 
 
 ?un-3aTnentally , those aoncarty v'^hioh are 
 depanflent on raoti on seen woold he the sort of mater- 
 ial in v;hl3h the moving piotiira would make ^i real 
 aootribation to te-^ahing. Five of the tjix films an- 
 'Qr oonsideration were organized around topics fi-om 
 a point of Tiew whi eh did not dev®rid on aotion re- 
 prodasad. The films represent rather ?i riories of 
 "Ltill pictures nnd animated s^ps, (animivted in terms 
 of appearing and diaappeariag leger^ds or a BsoTing 
 line) e^lained by conaise statements in the forss of 
 oal^tlons. 
 
 Thirty flt'e and fourth' eight hundredths per 
 cent of the six films ander ciiscassl on v?«z'3 tsade up 
 
 *The complete an. lysis of The Steamboat in United 
 
 St^^t03 History "^as not made. 
 
353 
 
 of e^nlfmttod cartoons or rsaps. In the film Frenoh 
 ^ploratlons in l^orth .America tho routes taken by 
 tha ""ranch are 'jhown by a noving black line axid the 
 names of rirsrs nnd other legends ar.® flashed in and 
 out of the map. The film Waste Slaposals in J 1 ties 
 ghows animated o^irtoons 'v^jhere-lB tho Bowa..;© fl'>\¥8 thra 
 pipes, sprinklers, troughs .\nd beds of rock and sand, 
 
 r-a atoi-y of a Mountain Slaoier is 77*£9 per 
 cent a picture of Mr, W, vV, Atwood's chalk talk. 
 
 However, the action represented by these -'ni- 
 roited oartoonB and maps It; not aoomingly essential to 
 the forrsntion of the aorrect con-jopts of there topica 
 if th© results of experiment a 1,2 ,4, 5&7 '^re to be t-aken 
 as reliable. B\irthern) )re the lettering whiclj asoom- 
 panlQB thece animated cartoons and m>ips ohovv'S that oiren 
 thet'-e -Jire 'iependent on lan^Ui^'a for t,he C'sniJeta mean- 
 ing. 
 
 One fourth {E4,6 par cent) of ihe films under 
 discussion were rna3e xkp of nure caption Datarial, Can- 
 als in United StatQij History ran as high as :i6.98 '^ of 
 captions v?hile the Story of a Mountain Slaoier had only 
 9.66 per aent of captiona. Lan^uase is oaaential in 
 teaching an^ the -era-j^.e who '^.oild hava the film aur- 
 olant the text book ov^vrlook the larg:.'! proportion of 
 language material in the film Itself, 
 
354 
 
 Chapter XI / 
 
 SiJlSMAUY, Tna loregolng p^^i^es pr-esmib the oon- 
 daot ftnd findings of foartaen ©xperiroentHl Att«»!pts to 
 oompard v^rloas m«thO!33 of vl sualinstruotloru rh«ao 
 experinients ?^ere coni^ijtad Its throe differeiit sshooX 
 systems, nu^r^ly; Th« ^ensntAisr Scshool of the Ufnlvsr- 
 31 ty of 3M3ago» Jiiioago, IlliBoiB, the Publlo iahools 
 of livavston, Illinola md the .Pa bl la .:;hools of Urto-im'. , 
 
 ?^o total Rttmljer of ohii'lro a ted as eafe^oats 
 
 in those f>xperiraont8 la reported herein la alx hundred 
 fortli-nlne. Theae pupils i^nged from the fourth to the 
 eighth .-^radea inclusive, ^ny of the paplle ?jcte1 as 
 3;ih,?oot "fererit ex ;'eri merits. 
 
 aeveii r:\ovii..; fjliiture filxss s'.ere aseii aa InstriG- 
 tional units, aaah prc^aodd by the Sooi ety for /laa^l 
 iidaoati on, Jncjorporatea, Chioago, Illinofa. rhsse filprs 
 by title .'in^i olasii»lfl.3sitioi2 are is follows; - 
 
 7TTT-K Of JVM ^UBSdOf 
 
 (1) #reiii'vih -;:_ . .1 ..> In Uorth 
 
 America — -^U story 
 
dOt-« 
 
 (2) the life History of the Sonnrsh 
 
 Butterfly ■?• tare Stu'iy 
 
 (S) The tfensi?Tif.i CJanal ^md Its 
 
 Hiatorloal .iigni fieanoe— — - — ^-ijoonosnic 
 
 Sfistorjr 
 
 (4) Jaaais in United States History — -iSoonomla 
 
 History 
 
 (5) j'^aste Dlapoaal in Ciities Health .nd 
 
 3ani tatl on 
 
 (6) Study of a Maintftin Jlacier-^ Phytsioal 
 
 Cteojraphy 
 
 (7) The atearaboat In United St.tes 
 
 Hiatory jioonoralc 
 
 Hit5tory 
 
 OoRijmrisons were mnde ij. V:b foartoen asperlBonts 
 bet^'oen;-- 
 
 (a) Film instractlon ^and or J Instiuation Illus- 
 trated b> clasa-rooTi maps; (Sxperiments 1 ind t) 
 
 (b) Piln! iyi3tra.3ti on :aid oral Instraotion nlus 
 aim instruction; (^rerira^ta £ und 4.) 
 
 (a) ?iJm instruct iOFi and oral instraotion illus- 
 tra L,ea hj still pioture^ or oharts or sketches: 
 ( i£x]->oriroanta S, 7, 8, d &M 11.) 
 
 (d) Film Instraotion jid stereo ptioan slide In- 
 struction; ( iftsperiments ;: , o, 10 :^d 12.) 
 
 (e) Ifilrn Inatriiction im-\ ^-tereoptisan si lie in- 
 straotion pluo film Instruation; (iSxperlment 4.) 
 
 (f) Oral Instr-iition illustratod by peltarey or 
 charts or iketchea 'ind stsreoptlcan slide 
 
 i n^: t f u J t i on ; ( Kx peri n en 1 3 h, ) 
 
 (g) Oral !n traction illustrated by picstaros or 
 charts or SKotchos ind. storeoptican slide 
 instruction; ( :i.'xv.«rir'H-jnt S. ) 
 
356 
 
 (b) Oral instrastlon plus filr, instrUvitlOK nridi 
 
 steraoptloan 3liae Instra jtion plaa film 
 Instraotion. (six peri ment 4, ) 
 
 {!) Film instraction and oral instraction given 
 
 '.'fhlle the film vi^xb rimning ^^nd <.? to ppsf?, 
 (i5lxp«ri:^ent 6, ) 
 
 (^) Film inatrastlon 'itsd or^a insstrastion givon 
 
 while tho film wns nnnirig, (]j:>rp8ri'^«nt3 B « i: ) 
 
 (k) Oral Instraafeion illastrat©^ fey still pic- 
 tures or ahart or alratsh^s -aj5 or'il Iristimc- 
 tion glvfie ?^hil9 the film vs.-^is running. 
 C gfe peri sent B. ) 
 
 (1) FllK iristraotlon on^i oral UiStruetion ilXua- 
 tr'itod by storeofrapha and oharts. 
 ( xSx p «r i marit 1 . | 
 
 (m) OrAl Instrixotion llluisti-ritea bj stereographs 
 find oharts j-rid ssterooptioar) slide instraction. 
 iSxperimont 10, ) 
 
 (n) Oral iriatraatlon lllastrited by stereographs 
 <in<3 oral instrattion illustrut<^'3 h^ stereop- 
 tican slida, ( JSx^ erirvient 14.) 
 
 f|i« sbo7«i aofaparlsons were made toy aeleotiog ec i 1 
 jroaps ona baoia of irttelllgenco tost soorss an^ "b^' givinii 
 »aoh group t»no a. roe natarit^l by the c^ifferent r&ethoaa of 
 instr.iation to bo cjjnfsroa. The e!*B»« test w-^a B^^^ '^^^^ 
 
 groaps a®^ th0 avarig« saoros r®c»rfi6fl and ©valu^tted. 
 
 th.9 length of tirns K'tvolved In aaah !nstru3tion 
 pari 0(3 was kept oonQUif-X» 
 
 The groups woro rotatel so tliat aiffererit mothotis 
 of Instraotiors. yoalc? bo ,;i*fJi-) to eash gronp, f^rth©r?tior'i, 
 in all the experiments i-zt on®, oight, Biee «ijid fourteen. 
 
357 
 
 dapliaatinj oxperi'"eQts ivere iran In smother b^f^'Q or 
 80hool to sarve aa i chsok* 
 
 CJOHOl'JSIOfl. X-et as go baok to experiment one 
 and ralss again the thre© q.iostions "brought forv;ar3 at 
 ttet point oonaernin^ the snathoa of axparimontation 3©- 
 Borlbod herein. One might say; first, tJ^xat thesse fllras 
 •^ore not tho host fll-B to tsaoh these anita of mater- 
 ial; seoona, that %h» papils wore trained to 3earn 
 '^;ore osoGomloally under ordlnar;/ class-room tnethods 
 than from a film whioh is a relatival ^^ nev; method of 
 presontiiig material to ahliarsn; find third, that the 
 tasts «ivl not tost hjI tho deslrahlo outoonos of lllm 
 or plotira Instruction. 
 
 The first question involves the prohlem of beat 
 aothods of tsaohing. I^t ua gsant that the films migl* 
 have been organized ao tlrat their use as sn instraotire 
 unit vpould have been greatly eKhanaed. The oral ln8trao« 
 tion oould likewli:^0 have hsen ircprovad. Farthez^ore, 
 the reader should bear in mSnd that theso experiraontiS 
 ifero not orjjanised to rloterriine w'hat ic or ia .» ot the 
 best Biethod of teacMn? a illm., tot rather to aatar- 
 Biine ?fhiofe unit of isatex-ial as or/janiaed and desorlbed 
 in th« fore^joiag pages, wo-ild impart '^ha most iniorm- 
 tioji to DUnils ifi a ;^lvon tlirso. 
 
358 
 
 It is obvous that if the writer haa aia «3t- 
 perlm®nta31^> proven unit of rnaterial i.n tiliTi fora and 
 an experimentally provon unit of nmtarlal in illuatra- 
 ted-orsil-inatruotlon form that a oomparlson between 
 these tv.o units ^.oul^ he more valuah^o tton the sar?;e 
 ooraparison reported herein. 
 
 In uns7var to the aooond question it has been 
 pointed out that the pupils taking part in all of the 
 ©Tperiffients C^vith tho excjeptior. of the paplle in the 
 T.e?il School » Urhana, Illinois) hna h&(\ Instraotion and 
 expert enoe in learning from jdotures im& filias. fJiid 
 t is ;fTt3t,or been of re&l iffiportano® the pupils in the 
 film groips ?!?ho had boon thru a second or third exvorl- 
 Kont v^oiia y&YQ fiiade socras maoh higher In jroportion 
 tha,n the^ dl '^ in th© first experlraent. An Jnspestlon 
 of the reaalts shows thsit this is not ibe aaso« 
 
 The third question raised above points oat olear- 
 li? t^Ht the expfiricjents reported herein are limited to 
 a oonsiieratior- of the factanl knowledge whioh eaoh group 
 ofetainevi froBi un esrpomire to the presentation in terms 
 of the amount ^^ained, its aharaateristlos f^d the s-iisoant 
 retained. 
 
 The t^riter feel s jastifleci in draining the fol- 
 1 ov^ing oonolusions In terKa of the faotaaZ "KiiO«iflo<3i5e 
 
imparted to fch« jxipils Involved In th® fourteen «x- 
 
 poriJsents, and or the aonditi >fja of thos«» «x^ cri^^iente 
 and on a haais of t'«e evideiioe raporfee i;- 
 
 359 
 
 {Ij Jhe film entitla^^'^Frenoh axplorAtions^ls 
 not HB effQotlvf! 'iS o teae'nor using olass- 
 roon TTsaps in Imparting to pupils the Icfor- 
 wtitlon ooncernSn.,? the routes f^nd. portygesa 
 made t>y the Frenoh explorers. 
 
 (*j) Or-il Instraotiori illast.rate'! by riaps fol- 
 lowed bj fi3m in strtotl on is i^'oro effootive 
 than mre film instniotion. 
 
 {!5) The oral dissussion re-icl "before the film 
 was shown on the i^mama vhr'aI to -iro'jp 3, 
 ■Jeritrul ^shool, in axp«riir}ent four Is not 
 as ©fi'eatlva ae - single showing of the 
 film itaelf or :i8 n stereoptioan leotiire. 
 
 (4) A stereo t:t loan loouuro follO(?'©d h^ film 
 Inetraotion is more offectiive thfcua two show- 
 ings of the sime film. 
 
 (5) k stereo Mtioai) ]eotare la raore effective 
 than the film lu to-iohirifj material suoh as 
 thrit oontalned in the unit tb© "Paimim S^aal 
 %yM Its Historical Signiflofinoe," 
 
 ; loo^ition of the i - ortant places 
 3 8 tho prime oonai ■'er-Atlon, a 3loa«-ap re- 
 lief JiviV of the Pinama Sun-'il Sone tnuirht b^ 
 ^:i tstor-ioptloan sitae ana >: taaaher is far 
 superior to a flat oiitllne mstp in bl aok '-m^i 
 white t,z.ar' tin:, 
 
 (7) The film entitled "Xhe life History* of 
 the Uonxroh BatterH^" la sll.^htl^ lr>i'arior 
 to oril ir>strji3tion I Hast rated by storaop- 
 tioan aliflos arid to or-^^.l 5natraotion lllaa- 
 trated b^ pictures and aketohos, in icno-irt- 
 in53 to pupils the Information cjaojornins 
 the life History of the Monarch Batt«rfljr* 
 
360 
 
 (8) BltiiiQ seiiueRce la t.aa:j;ht, anSer tho eondi- 
 tlons of exporlmsnt one, t?-o, 'm'l 3e\'ari, 
 r-ore QffojtivQly by teo.uher-ohnrt jn^traG- 
 tiori thiji \}-j film Inst notion. 
 
 (£') Fiim irtstpiction results In a lar^^Q number 
 of jvapiltj aeauring iilo.s i^nd faciaai in for - 
 tnation \';hi(3h Sire cilscsofjnQOteci '^rnmi place ao~ 
 quance iJ^ taUight. The teas her-s hart situa- 
 tion reaalts In a oonn3«3toci asries of ^deas 
 iiiid l^iotual information, 
 
 610} Pupils Qx = .03od to i;ofAGh«r-oh» rt instruo- 
 tion make rnoro sequential arrors thssui j;upils 
 instriict.e' b^ a moving ri>atare film when 
 place osduonca is tnu^ht. 
 
 (11) It iB mors offoot/lve to ^jtve rerbal expla- 
 nation duririB tho shotting of a film than to 
 pTQsmi.% tho film v.ithout ooRsrant, provided 
 tho peraoii giving tho trorbal explanation hsis 
 sewi the flliB beforo the proaont?itior! and 
 has riOTk&5 oat his Jt Atop'onta ji^i^rofalljf. 
 
 (I'c) ^ilxna sonUkinini^ a hi >ih per csent of aotion 
 piotirss are -s-oro offactlvQ than still pio- 
 tares for .;re3Qiitlng certain t^-p&s of Kstar- 
 ial ..in& vpproaoh the teacher sitttiition in 
 effQOtivaneaa, 
 
 (IS) I«angiMige is u n©j©s3ar^ aoisorapaniment of 
 cjonsrete axperionjo. 
 
 (14) The motion olotir© films herein a pi ; -1 hod 
 are inflexible units which laok tho flexi- 
 bility of the tQH3hor-language-chart situa- 
 tion. This oan be roc::Q i^; i ad in jart by ato;- 
 pins the filrr. for oofTinent or by oxpliiuatory 
 rn'i.tarial glron daring the projeatlbc of the 
 filra, (yota. the vvords atereogriph, alide, 
 stlll-pl ature, mup or ^iagras! oan be uabsti- 
 tuted for the word "chart", in the con pound- 
 v,'ord "teach er-language-ohart^ above, with th€ 
 same meaning, ) 
 
361 
 
 (16) irOilpb n'' .-^Jii J one -li .nK-ci. cSjOaH .-.* iu is MS 
 
 original infornstion tests shov: ti greater 
 •per oant of loss in the rasmori? toat;. in- 
 'Uoiifelng %htxt these i^roaps were able to 
 
 oxcell irx tha niore d 5 •''•''' -^ ^j ■*■ rr, - of the 
 orlcjlmil test. 
 
 (16) The attention of pupils to the presenta- 
 tion of a moving piJtur© film is not one 
 hundred par jent, f.vnd Is not approai'*My 
 'u^^her than the attention of pijpila to tho 
 taach«r-3h;4rt ultaation. 
 
 (17) Tha toachor's aaleatiVQ po^>oT to ©all the 
 attest ion of the pa^ils to it^portant facts 
 and relationdhlps 1.-5 nvtaoing in the fllras 
 herein dosicribaa ^md should be supplied 
 
 if p03Stbl9. 
 
 (18) The isteraograph is seetniBgljr superior to 
 
 . the sterooptican slide or flltn as a sapple- 
 :iiontary ai4 in t0;AOhin.i>j material saoh ag 
 "The stor^^ of a mountain gluoier.'^ 
 
 (19) The yterao^raph used to supplement a stad^ 
 Tjerlod in .^eogriph^; is -ore f?fi:eotlva t' an 
 the 3tereopticj<3n 51 -• ■i'^ 'aed to aumrsarise the 
 period of etadjr. 
 
 (20) In or-ler to he effeetive moving picture 
 instraation nuat oe conneated up ? ith the 
 pupil's piiBt exoerie'oe in tenss of lansunge. 
 
 ■ bile iheso Qjrrjariments and ih© csonolusions which 
 •ay ha dra^n from their rasalts m^ike no claia to being 
 exhaustive th«y i^y he of ncme value to -(.he futaro in- 
 vestigator in visual <9daoation *ind ihs teaoher v?ho ftoald 
 ■:.:-; Joation'B materials. 
 
W114 
 
/ %.*^^'y V"^*./ ^o^"^^'/ 
 

 ^^ '- .'^ 
 
 WERT 
 BOOKBiNDINC 
 
 " JUNE 84